University of the District of Columbia
Draft
Institutional Measures of Effectiveness
July 23, 2004
Essence
The University of the District of Columbia (UDC) is the sole source for accessible, inclusive, affordable, and
comprehensive public higher education and provides additional life-long learning opportunities. UDC delivers
quality instruction and uses student-centered approaches to empower and benefit both individuals and its local
communities. UDC, an urban land grant institution, is a very diverse community, a gateway to the world,
and a significant investment engine for the District of Columbia.
Stakeholders
Internal Stakeholders
 Alumni
 Faculty
 Board of trustees
 Students
 Staff
Governments
 Mayor & Executive branches – government employees
 City council
 Congress
 Media
 US Department of Education
Communities
 DC residents
 Surrounding local neighborhood community
 Civic and faith based organizations
 Metropolitan area
 International community
Educational
 District of Columbia Public Schools
 Surrounding K-12 districts
 Post graduates programs
 Regional and professional accreditation agencies
 Consortium of Universities of the Washington Metropolitan Area
 External Empowerment programs
Economic Stakeholder
 Business and Industry
 International communities and governments
 Granting agencies
 Donors
Scope
What we are
Comprehensive University
Land-grant institution
Open admissions
Empowering students who are under-prepared (educational
leveling)
Life-long learning institution
Primarily a teaching institution
Very affordable – high educational value
Urban university/commuter school with metro access
Funding is by the District, but dependent upon the Congress
and President
Tenant organization – land owned by Federal Government
HBCU
Predominantly Black, multicultural, and international
Post secondary vocational opportunities
The State University System for the District of Columbia
Law School
Engineering School
Architecture Program
Education Program
Business School
Very prime location
Responsive to the stakeholders need with limited funds
More than a traditional four year college
What are we not
A residential campus
A public facility for use by the D.C.
community for free
A political organization responding to
political issues
Just a city agency - to meet accreditation
requirements – must be a stand alone
independent educational institution
A Carnegie classified research one
university
The only funded higher educational
institution by the District – the District
provides significant funding for other
colleges through tuition reimbursement
Primarily a distance learning institution
A conference center
UDC’s Ongoing goals for each of the next three years (2004 – 2007)
Academics
 Expand relevant and state-of-the-art learning and instructional environments based upon student
centered learning
 Improve, document, and promote the quality of academic programs
 Grow student enrollment by increasing admissions, retention, and completion rates for the wide-range
of programs
Student Development
 Improve student life and support services for a more holistic collegiate experience
 Help new students to become college ready
 Keep the best and brightest of district college students home
Service to the Community
 Strengthening the mission of empowering k-12 to go to college
 Address the needs of the community to effectively fulfill the importance of the land grant status and
obligations
 Strengthen the service orientation and mindsets through more service learning and institutional
volunteerism
Administration
 Build and sustain a solid leadership and management team
 Do an annual needs analysis of the stakeholders so the university can respond effectively
 Develop non-DC government revenue sources as well as improve DC funded resources to advance and
maintain University infrastructure and critical programs and advance quality and address the new needs
 Advance the resources for operations such as telecommunications, computer systems, and key
structures.
 Improve the public image of the university, including its website as to increase visibility
Goals to be accomplished by 2007
Teaching and Learning
 Be known for our empowerment of the under-prepared students leading to successful completion of
their academic plans.
 Advance the quality of teaching/learning through an evolving set of cultural values and practices that
embrace stronger pedagogical approaches especially active learning, student-centered learning
environments, innovative instructional design, effective use of technology, and applied internships and
disciplinary practice.
 Increase the standards for performance throughout the university, especially the expectations for student
achievement and have in place more rewards for outstanding performance
 To become the major source for delivery professional development for the district’s professionals
Scholarship
 Improve significantly the national reputation of UDC through its academic programs especially in its
faculty’s set of accomplishments in teaching and research
Administration
 Strengthen management processes, systems, and structures that leverage the many planned changes in
the district government systems and processes.
 Advance the planning, budgeting, decision making, tracking, measurement, assessment, and evaluation
of the university’s critical resources.
Institutional Advancement
 Funded master plan for capital improvement
 $2,000,000 annual external funding long-term commitment
 Create a cohort of advocates coordinated by a key person that produces effective resource development
by the many agencies that support higher education
Developing and Promoting Quality
 The consensus perception regionally is that UDC is the District’s University System for addressing the
wide-range of public mission that each state expects and funds to fulfill its obligations.
 Advancing new relationships and partnerships by providing meaningful services and helpfulness for
key stakeholders
 Produce a community where all stakeholders enjoy performing on a daily basis with professional pride,
sense of valued contribution, and with a continuous quality improvement mindset
UDC’s Key Products, Assets, Accomplishments, and Cultural Values
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Full Accreditation
Caring Faculty & Staff
Inspiring Leadership team
Location
Capital plant
Graduates who are competitive for graduate school and employment
Diversity of the student, faculty and staff
Richness of the diverse experiences of the administration, faculty, and staff
UDC’s Key Processes, systems, structures and policies
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Faculty tenure process: A well-defined set of criteria for faculty performance, a strong mentoring
system for the first three years, an assessment system to provide annual feedback, an effective midtenure review, and fair evaluation of performance against the standards.
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Merit and performance reward system: An annual process that have all professionals produce a
professional plan for the year, collect performance data, and produce ongoing self-assessments and an
annual assessment report that gets reviewed and used with a mentoring program and also used as
evidence for rewards based on performance.
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Robust financial support system: provides strong planning (budgeting), monitoring of the progress,
and ability to analyze and model (what if) thus improve the financial operations of the university.
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On-line registration
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An Integrated Assessment System: for periodic assessment of programs, systems, and processes.
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Scheduling of Facilities and Rooms: Events and space reservation and support process
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Professional Development: Process for developing professionalism in administrators, faculty and
staff, positive cultural attributes, including academic and administrative leadership
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Promoting UDC Image: Proactive promotional development of the UDC image and the
ramifications for increase national image.
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The planning and decision making process: for allocating or reallocation of its limited resources
thus producing the greatest return in the near future to constantly build rationale for greater internal
and external investments.
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Enrollment Management -
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Key administrative processes such as procurement, personal, and payroll
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Strategic academic planning
Top Ten performance Criteria for the University
Student centered:
The whole university community collaborates and focuses on meeting the specific
needs of each student through a unique developmental process in producing selfdirected learners capable of their own future development.
Success oriented:
All individuals clearly know what they and others expect, plan effectively, are driven
to exceed expectations, and desire the feelings that comes from accomplishing these
challenging outcomes.
Customer-focused:
An organization that engages its clients through effective communication, analysis of
their needs, and providing effective services that exceed their expectations as agreed
upon with the clients.
High performers:
Self-reflective individuals, who set high standards, exceed expectations, are
committed to successful and innovative outcomes, and have superior performance
through a well developed skills set and dedication.
Service oriented:
UDC community members consistently reach out and help those in need by
volunteering, mentoring, and civic responsibility to the betterment of others.
Economically
efficient:
The institution builds the future upon strong economic modeling using return on
investment, makes the tough decisions, has strong strategic and operational planning
and adapts to the economic needs of the extended regional community.
Innovative:
Professionals within the UDC community constantly are seeking out the best
practices within their disciplines, faculty are researching their teaching and learning
practices, and investments are made in professional and faculty development leading
to effective and appropriate selection and implementation of state-of-the-art
technology and best practices.
Comprehensive:
UDC fulfills the mission of a university system through providing a foundations
program for the under-prepared learner, vocational opportunities, a range of liberal
arts program, an extensive set of professional programs, teacher preparation, and
quality key graduate programs for the DC professional community.
Community oriented: UDC is a citizen of the local neighborhood as well as the metro region, a leader for
advancing the individual and strengthening community, seeks opportunities for
strengthening educational experiences across the District, offers full range of
programs on campus advancing cultural experiences, community efforts, and
professional development.
Renowned:
UDC is considered one of the strongest HBCUs, with expertise on the empowerment
of the individual, research in regionally critical areas, viewed as the first choice for
the DC resident, international prestige, and valued as the place to invest
developmental dollars.
Assessing the last year performance 2003- 2004
Performance
Strengths – why & how
Criteria
Establishment and engagement of the core student
leadership in a collaborative teaming for
advancing the quality of UDC – established a
student leadership institute, student ambassador,
town hall meetings, school pride week program –
students participate in some of the advocacy
Student
efforts Student leadership retreat
Centered
The number of professional development and
special projects to shift the university culture to
more student-centered model. Engagement with
Pacific Crest in the areas of PE teaching institute,
course design, program assessment, and learning
to learn camps. Consultation in self-study USS of
special presentations,
Advanced the number of students receiving AA,
BA, or BS degrees.
Success
Oriented
Retains students who may not be initially college
ready to be successful college students.
Some faculty members have received significant
federal grants and collaboration opportunities
with a major research university (Georgetown
University Medical Center) and federal agencies
(NASA).
Improvements – clarification of the issue
and the action plan (how)
Advancing the best-practices of a studentcentered learning environment – to involve
more faculty in the planning of professional
development, direction, and make that a
special charge for the associate provost to
foster and stimulate a culture and practice of
engaging students inside and outside of
formal courses
Engage students more in shared governance.
Add them on major committees – senate,
Having systematic focus groups and open
sharing sessions. Create a more interactive
means for collecting effective feedback from
the students.
Increase effective mentoring, advising, and
counseling support and resources.
Institute strong Foundations of Learning
Courses in first year; integrate Process
learning throughout first year core courses;
have summer Learning to Learn Camp.
Institute incentive system which allows
faculty their school/college, Office of
Sponsored Research, and the Office of
Academic Affairs to receive a percentage of
indirect costs. Offer opportunities for
research presentations and publicize research
efforts. Establish funding to offer faculty
research grants to increase publication.
Insights - meaningful
learning and so what
Student are a very powerful
resource, that when informed
and engaged become a very
critical resource for advancing
the individual as well as the
university. They resourceful,
have energy, time, skills and
capacity to do projects, lead
efforts and contribute to ongoing efforts.
A community of empowered
learners becomes amazing peer
models for raising the level of
expectations throughout the
student population.
Commitment to targets requires
strategic planning of interim
measures to achieve intended
results.
Retention is a by-product of
successful experiences , and the
probability of success is
increased with appropriate
support.
Several community forums which provide
customer access to executive level staff
through the town hall meeting format.
Customer
Focus
Students and alumni leadership serve on the
Board of Trustee.
Growing emphasis on the promotion of a
student centered environment.
NIH grant award that brings recognition and
Reaccredidation for the Nursing program
High
Performers
Conduct formal standardized customer
satisfaction survey.
Improve mechanisms to provide better
communication flow of information.
A large majority of
customers appear very
satisfied with their
experience at UDC.
Establish a customer service committee to
brainstorm new strategies to increase
customer satisfaction while incorporating
best practices in customer service.
Include improving customer service as
part of staff development activities
institution-wide.
Increase the level of scholarship among the
uniersity community – helping mentor the
research opportunities, strengthening their
research skills, and advance the proposal
writing and publishing skills of the faculty in
both disciplinary as well teaching and
learning. (Delia – willing to be the sponsor
for a Research Institute in the Scholarship of
Learning and Teaching)
Advance the role of faculty in the areas of the
land grant mission. Developing a institute for
each major area where both internal and
external faculty are invited to both give and
participate in current research efforts across
the range of possible future projects.
People can work with less.
Money does drive performance
and other factors can be tapped
into for supporting intrinsic
rewards and that sole
dependency on extrinsic misses
the total holistic meaning for
most professionals.
There are an amazing number
of reasons and forces for why
external agencies and colleges
want to and should collaborate
more with UDC and expand
current efforts.
Service
Oriented
UDC participated in a wide range of activities
over the last year – community fairs, economic
and workforce development conferences, learning
to learn camp, Saturday camp, academic and
sports camps, TRIO,
Need for better knowledge of what we are
doing and why – Need to systematize the
various efforts so as to both capture
opportunities and results so that allocation of
resources can be better accomplished in the
future.
Design and develop an annual service
oriented program initiative by the university
aligning with its other efforts.
Continued to meet the city’s management
requirements and had a clean audit. – The set of
management practices such as effective
accounting processes and controls.
Economically
efficient
The closely develop working relationship as well
the fiscal responsibility has produced confidence
and professional that produced increased funding
Increase the effectiveness of financial
management reporting to the internal
departments within the university. Find a set
of opportunities to shift from paper reporting
to access for electronic resources with shared
access areas.
Increase the user-friendly nature of the
administrative systems – The city will be
installing new systems that we will provide
training and coaching on the benefits and use
to solve current access issues.
Some service oriented activities
showcase UDC and its
attributes in some of the best
light and can lead to much
more impact of its future.
Understanding this allows for
leveraging the opportunities
and results back into other
efforts.
We are doing more than we
think and know we are doing.
As we better know and promote
what we are doing, the quality
of what we are doing, many of
the factors causing poorer
images shifts to causes positive
images.
University needs to expand its
resources to supplement the
base line budget by the District.
There probably will never be
the level of resources both
needed and desire by UDC to
fulfill its vision and mission.
Innovative
Comprehensive
Engagement of OCTO to better understand UDC
and for UDC to understand OCTO had to offer led
to new capital dollars, rebate of dollars from O&M
Use of best practices of engagement of Faculty
Union leaders in mutual respectful relationship
supported by openness and follow through on the
part of administration led to resolution of a number
of historical grievances and new contract 10 years
overdue
Engagement of District CFO by Pres/Adm to gain
special funding to facilitate faculty renewal thru
enhanced retirement plan.
Engagement of OPM and OCP on 90+ bathroom
capital project to bid project to comply with MSBD
requirements but not having to manage 6 different
contracts by having only MSBD contractors bid the
total job
Almost all the programs up for accreditation were
successful with positive site visits by accreditation
teams – several engineering, (electrical, mechanical,
civil) nursing, nutrition, and even the others look
through response will achieve accreditation
Advanced the number of professional development
and training opportunities by the university.
Advance processes and systems in sponsored
research programs to meet external and granting
agencies requirements and expectations.
Established required committees, design web sites,
informational program greater sponsored research,
and understanding rules and requirements.
Continue to build our internal IT capacity
and analysis of total cost and benchmark
against other peer universities to
determine best approach
Complete the backlog of cases.
Restructure the AA/University counsel
partnership in union issues.
More professional development programs
– grant writing, scholarship, designing
research initiatives – look for ways to
solidifying the staffing to support
research efforts.
Develop a system of rewards that promote
faculty through incentives the
accomplishments of research.
If you don’t understand the
market cost of the services you
received, its easy to believe that
you are getting a good deal
which not be so good for UDC.
Ill feelings can be overcome if
acknowledged and then honesty
addressed
A robust sponsored research
program requires a change in
the expectations in the existing
faculty as well as the
recruitment of a new breed of
researchers with credentials.
Community
Oriented
Programs are developed to meet individual’s core
needs
Provides cultural experiences that build on
community heritage
Public interest law program –
Only college of choice for District high risk
students
Renown
Cancer research
Nursing program
Publicize community offerings more
Solicit ideas, needs from community
Offer community programs that enhance
day-to-day life for community
Advance the accreditation for the law
school to full accreditation.
Provide greater social, psychological,
academic support for students
Greater incentives and support for faculty
research
Jazz program
Strengthen faculty on quantity of nursing
faculty
Strengthen number of faculty and
improve facilities
Effective community oriented
programs enhance community
perception and drive UDC to be
the education provider of
choice
Have more positives than
thought – thus we don’t even
promote within.
Need a better job of story
telling by everyone.
The ranked set of Institutional Measures
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Graduation rate
Student retention rate
Assessment of student needs and learning goals
Job placement
Teaching/learning practices
Number of accredited professional programs
Servicing the needs of students, faculty, staff, and stakeholders
Number of sponsored research programs
Graduate school placement
Effectiveness of initial placement of students
Number of opportunities for certification and degrees
Extent in which programs meet the set of community needs
Student
retention
rate
Assessment
of student
needs and
learning
goals
Job
placement
Teaching
&
learning
practices
Number of
accredited
professional
programs
Servicing
the needs of
students,
faculty,
staff, and
stakeholders
Student centered X
Success Oriented X
Customer Focus
X
X
X
X
X
X
X
X
X
X
X
X
High Performers X
Service
Oriented
Economically
efficient
Innovative
Comprehensive
Community
Oriented
X
Renown
X
X
X
X
PC vs.
Measures
Graduation
rate
Number
of
sponsored
research
programs
Graduate
school
placement
Eff
of i
pla
stu
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Table of Measures
Measures
Means
Instruments
Graduation rate
Registrar
Registrar
Learning plans
through a new
Foundations of
Learning course
See instrument 1
See instrument 2
Percentage of
learning plans
meeting
specifications
(see rubric 1)
Student retention rate
Assessment of student
needs and learning goals
Job placement
Teaching & learning
practices
Number of accredited
professional programs
Servicing the needs of
students, faculty, staff,
and stakeholders
Number of sponsored
research programs
Graduate school
placement
Effectiveness of initial
placement of students
Number of
opportunities for
certification and degrees
Extent in which
programs meet the set of
community needs
Baseline
Performance
2003/2004
Goal Performance
2006/2007
Career planning
and survey
Teacher portfolios
Provost Annual
Assessment Report
FSSE
NSSE
External survey of
community
satisfaction
Sponsored
Research Program
Assessment Report
Alumni Survey
Analysis of
gatekeeper course
retention
Provost Annual
Assessment Report
External survey of
community
satisfaction
Instrument 1:
Graduation Rate - (3 measures of graduation rate) The percentage of
students who enroll full-time in a matriculation designated for a degree – 2 –
year; 4-year; or graduate degree who completed those degrees in 4 years (
AA degree), 6 years (bachelors), 3 years (masters).
Instrument 2:
Retention Rate – (1st year retention and completion rate of courses)
For 1st year retention – the denominator includes full-time and first-time
students who have less than 15 college credits coming in. The numerator
counts every student who comes back during the next academic year even if
he/she skips either the first or second term.
Accoun
Completion – the denominator is fixed at week three of the term – after
add/drop is finalized. The numerator counts the A, B, and C.
Rubric 1:
The strength of a learning plan meeting the defined specifications is based on
the rubric for learning plan development. This is for all full-time
undergraduates.
Appendix A:
Signature of the UDC Graduate
The UDC graduate:
thinks critically and holistically to analyze issues
accesses critical information, verifies its validity, and maps alternatives uses
converges quickly to common solutions/diverges creatively to solve complex problems
analyzes data and builds models to help others understand situations better
effectively applies disciplinary knowledge and skills to a wide range of challenges
effectively accesses, learns, and uses state-of-the-art technology professionally
continues to learn by aggressively pursuing opportunities for professional development
uses principles, tools and approaches from many disciplines to perform in interdisciplinary
situations
communicates diplomatically, graciously, and respectfully with patience and empathy
teams with others effectively in producing greater results and consensus decisions
accepts challenges, navigates effectively within organizations, and takes action decisively
gives back to the community time, effort, resources and critical leadership
Uses others’ languages, honors their ways of living, values, beliefs, customs, and traditions
knows his/her cultural roots, personal history, and has developed a strong sense of self and
vision
models integrity by aligning actions with high morals, values, and principles in times of
dilemmas
works hard and perseveres through difficult times to live up to commitments
consistently self-assesses his/her performance to improve future performance
Appendix B: Profile of Quality Educators:
Connecting to the learner
1. Respect and strongly believe in their learners’ potential for success.
2. Effectively identify learner needs, wants and capabilities early in the process.
3. Value and effectively tap into learners’ prior knowledge and experiences to help meet new
learning challenges.
4. Value adapting a process to meet individual needs without compromising standards.
Facilitation
5. Produce quality learning environments that induce risk-taking.
6. Use a variety of effective active learning tools to shift the primary responsibility to the
learners.
7. Consistently model the discipline skills and share their excitement.
8. Manage time effectively with appropriate pacing and variation in its use.
Mentoring
9. Challenge the learner to define their own learning objectives, plans, and expectations so
they can realize their desired learning and growth outcomes.
10. Employ timely, effective interventions on process versus content.
11. Demonstrate strong mentoring skills, especially in raising the bar while also effectively
providing affective management.
Curriculum Design
12. Clearly articulate in writing the course’s competencies (learning outcomes) and performance
criteria related to the evaluation process.
13. Produce effective curriculum, including activities, methodologies, rubrics and connective
processes that align with course performance criteria and learning outcomes.
14. Seamlessly integrate learning opportunities and resources in and out of the classroom to
produce holistic development of learners.
Assessment
15. Continuously assess learners’ cognitive, social, affective and psychomotor needs through
observation, reading, active listening, and questioning.
16. Embed self-assessment, peer-assessment, and other forms of assessment as valuable learning
and growth processes for both learners and themselves.
Appendix c:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Profile Professional in Higher Education
Effective at developing strong project plans, build productive teams that collectively buy into the goals
and philosophy, consistently identifies their needs, facilitates each person’s role and performance, and
constantly monitors the plan and assesses to make the critical decision to improve performance.
Is constantly aware of themselves in their environment, thus able to culturally assimilate without losing
their own values, present themselves in a very professional manner, organized in both operations and in
time effectiveness, and is consider trustworthy and honest.
Technically competent in their ability to quick grasp and use all forms of technology, with awareness of
where technology is headed, and also can access expertise and resources to advance their effective use.
Are known for their ability to deliver an effort on time that exceeds expectation by not over committing,
taking on challenges they know they can accomplish, know what the expectations are and will not let
barriers become excuses.
Is purposeful in thought and takes in ideas and models from a variety of people and sources, makes
solid connections and synthesizes them into a coherent and well developed framework.
An effective organizational community member that clearly understand their job performance criteria,
the organizational structure, processes, and systems, so that they can flexibly move between, but can
remain within role function when necessary, comes across as very supportive in helping other perform
their roles, have the teamwork skills to make all team endeavors enjoyable and successful.
Effective with communication by being an active listener, uses other discipline’s languages when
working with clients, can easily reposition a message to connect with an audience, resulting in strong
presentations and effective reports.
Has develop and uses strong learning skills and annually lays out their professional development
activities and efforts, that align with their long-term learning plan and leverages daily situations
balancing current productivity vs. opportunities for learning and development.
Values and practices both self-assessment and reflection to help personally and professionally to
improve performance and the quality of life based upon both personal and professional values, and
takes these skills and helps other to improve their performance through quality peer-assessment and
mentoring.
Understands and walks the belief that life true value is how much they assists other in increasing the
quality of their life vs. themselves by proactively reaching out and providing means of empowerment to
assist in the development and growth of individuals and organizations who need help.
Locates and identifies key problems that are define with consensus with clearly articulate issues and
working assumptions, and then systematically partitions and integrates known workable solution into a
validate and document solution that has been generalize across additional opportunities.
Effective in supporting engineering design by being able to effectively determine a client’s needs, take
care of the client during process, quickly get a prototype so that everyone can see and assess the
design’s ability to meet clients needs and expectation and finally tests thoroughly its quality so that it
evolves to meets specifications.
Can pose quality questions of inquiry, develop a through literature search of what known, then pose an
hypothesis that answers the key research question, then develops the experimental design and processes
the results in way that addresses and answer the research question;.
Evolving an international network of professionals within and outside the discipline by building
personal relationships with key individuals through professional and community collaborations, efforts
to strengthen both professional and community organizations.
Able to grasp larger viewpoints than most by taking on a variety of perspectives to be build a strong
framework of the cultural, social, organizational, economic, technology and other key influences on the
current status, while seeing what will happen in future thus allowing to take on larger perceived risks
Appendix D: Profile for a Quality Graduate Student
Cognitive Skills
Has mastered a body of theory & methods appropriate to their discipline. (expert in field)
Constantly identifies important problems and define appropriate research methods. (researcher)
Efficiently inventories, interprets, identifies criteria, evaluates, and links resources relevant to a
particular project in teaching or research. (information processor)
Social Skills
Accepts responsibility for building and facilitating teamwork to complete a project within explicit
time constraints. (manager)
Meets and interacts with colleagues outside the institution who are working on similar teaching
and research problems. (collaborator)
Communicates research in peer-reviewed literature, often in collaboration with faculty and
graduate-student peers. (published writer)
Personal Development Skills
Leverages others’ teaching, writings, and research programs to integrate a broad range of
disciplines and alternate/contradictory views. (holistic thinker)
Uses continuous assessment to improve work products and processes. (real-time assessor)
Has built the emotional fortitude required in successful grant making, including proposal
preparation, budgeting, and responding to critique. (entrepreneur)
Business manager
1.
2.
3.
4.
5.
6.
7.
Strategic Planning - Ability to develop a strategic plan and evolve it annually to
constantly get buy-in to the strategic direction of each and every new stakeholder.
Business Plan - The ability to put together an annual business plan that documents
to all members of the organization what the projects, activities, outcomes,
responsibilities, and resources are and how they are organization.
Marketing - Perform needs analyses to prioritize opportunity, knows the best
means to connect client to build a community presence,
Sales - Builds and manage prospective lists to strengthen organizational ties,
resulting in increased closure rate, and to leverage referrals into sales completion
Budgeting – identify existing and potential resources to effectively allocate
resources to support key activities and rewards past performance
Recruiting, hiring and retaining, and “determination” –
Mentoring – valuing others and their needs, and facilitating their growth and
development, and advising and challenging others to reach potential