Drawing from Figure 3.2, the first phase of the communications plan, approximately six months long, requires me to share critical information that will help to build urgency, gain support, and catalyze momentum. Three distinct steps within this phase will include raising awareness, building a Guiding Retention Coalition, and drafting a Big Opportunity statement (version 1). The primary methods of communication will involve me sharing in small group presentations, providing easy-to-understand reports and data sheets, and engaging in one-on-one conversations with both the Executive and College Leadership Teams.
Raising awareness. The first step of phase 1 will be an opportunity for me to raise
awareness of the facts around student retention and completion to SBCC’s executive team comprised of the president and vice presidents (see Figure 1.1). Through the Vice President, Academic and Student Experience (my immediate supervisor), I will request an opportunity to make an in-person presentation to the Executive Team where I will provide a situation analysis based on a current Cohort Incompletion Impact Report (see Appendix B), Wellness Academic Impact Analysis (see Appendix D), and an overview of Generation Z learners and our ability to meet their expectations. In essence, my presentation will provide a situation analysis that
answers the question “how bad is it?” Presenting to the Executive Team is envisioned as a two- way conversation—passing along critical information and welcoming responses and questions. It is my goal that they would feel a sense of urgency and in turn support the Change
Implementation Plan and corresponding budget request. By using a systems approach to leadership that brings key people together, is transparent with key data (see Monitoring and Evaluation plan), encourages listening, and asks and allows for questions, I will be able to raise awareness of the issues, gain perspective from others who may see the problem in slightly different ways, and ultimately get the support I need to lead the change process.
Building the guiding retention coalition. The next step of phase 1 supports the building
of the Guiding Retention Coalition (see Figure 3.1). With Executive Team support, I would make similar situation analysis presentations to both the College Leadership Team (comprised of about 18 Directors, Deans, and Executive Leadership) and student association in order to inform them of the retention trends and gaps and why it is important to put time, energy, and resources into the Change Implementation Plan. While some College Leadership Team and student association members may become part of the coalition, as a systems leader, it is my goal for the leadership team to suggest and invite representatives from their own areas and representative of the four subsystems of the college. In this way, I envision that the Guiding Retention Committee will be made up of volunteers; however, their recruitment will be facilitated through their
immediate supervisors.
For example, the Director of Internet Technology Services may wish to be part of the coalition. However, there may be specialists he may be aware of within the IT team who may be better suited (i.e., actually beable to devote time and energy to related projects). I am hopeful that one-on-one conversations will identify the right candidates while sparking genuine interest
and engagement. If requested, I would be available to present to specific groups (e.g., faculty association, student association, college departments) in order to assist the College Leadership Team in identifying and recruiting coalition members. The last thing I would want is for people to feel that they have been “voluntold,” so providing a clear presentation with an exciting picture of the future may assist in generating authentic and organic enthusiasm.
Drafting a Big Opportunity statement (initial version). The final step of phase 1
includes the genesis of a Big Opportunity statement. While I have provided a draft as a starting point (see Figure 3.3 below), the Guiding Retention Coalition’s and other constituents’ input will be integrated in the next phase of the communication plan. This statement’s purpose is to bring alignment of multiple stakeholders and their perspectives to an emerging opportunity that will be emotionally compelling for those at SBCC (Kotter, 2014). It is from the identification of such an opportunity that everything else will flow.
Figure 3.3. Big Opportunity Statement Example
Big Opportunity Statement Example
Students today have changed their approach to personal technology. Through the emergence of powerful mobile devices, we have the opportunity to revolutionize the student experience by harnessing the power of what really are mini-computers to gather important information from learners, communicate with them, and support them in ways that are meaningful to them and can lead to their overall success. As a result, there is no reason that in 5 years we cannot reduce attrition by 50%, greatly increasing the number of career-equipped graduates and student-related revenue. Our programs and support-services will be built around student success, and—utilizing a Digital Eco- system designed for the mobile-first learner—our information systems will connect students and staff together in a way that will increase retention and completion. As a result, our students will be
satisfied and equipped for meaningful careers, our staff will be engaged, society will benefit, and there is a realistic possibility that a transformed Silver Bay Community College will be a national leader in student success.
Altogether, the communication methods in phase 1 resemble a start-up—raising awareness, building urgency, and gaining support (Kotter, 2014). Phase 2 communication, as described below, engages the broader organization through one-on-one conversations, town hall events, and a community engagement survey.