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<- back to the main page of this report THIS IS ONE CHAPTER IN A FULL REPORT ON TASK FORCES IN HIGHER ED Academic Impressions has conducted a survey of 300 higher-ed professionals, and what we learned about task forces and committees in higher education was both revealing and powerful: On July 9, we shared an executive summary with you From July 10 – July 23, we are sharing practical strategies for improving your task forces to ensure they provide the outcomes you need. See the end of this article for a complete list. We hope you find this report useful and share it with your colleagues! by Amit Mrig (Academic Impressions) and Patrick Sanaghan (The Sanaghan Group) As Jim Collins famously discussed in his book Good to Great, the most important decisions that organizations make are personnel decisions. In the case of committees and task forces, the credibility of the task force members will make or break their work. This is especially true of the chair or co-chairs for the task force. These individuals must be chosen for their integrity, reputation, and work ethic. The chair or co-chairs can’t be an official appointment made just because someone happens to have a certain title or position. […]

<- back to the main page of this report THIS IS ONE CHAPTER IN A FULL REPORT ON TASK FORCES IN HIGHER ED Academic Impressions has conducted a survey of 300 higher-ed professionals, and what we learned about task forces and committees in higher education was both revealing and powerful: On July 9, we shared an executive summary with you From July 10 – July 23, we are sharing practical strategies for improving your task forces to ensure they provide the outcomes you need. See the end of this article for a complete list. We hope you find this report useful and share it with your colleagues! by Amit Mrig (Academic Impressions) and Patrick Sanaghan (The Sanaghan Group) Best Practice No. 3: Effective Task Forces Need Adequate Resources to Do Their Work To produce work that is worthy of the institution, the task force and committee will need adequate time to invest. How much time participants are expected to commit should be stated up front. Equally important, campus leadership must help participants secure this time. Depending on the nature of the task force, this may include release from other campus responsibilities—at the very least, from other committees. Remember that 35% of the respondents to our survey […]

<- back to the main page of this report THIS IS ONE CHAPTER IN A FULL REPORT ON TASK FORCES IN HIGHER ED Academic Impressions has conducted a survey of 300 higher-ed professionals, and what we learned about task forces and committees in higher education was both revealing and powerful: On July 9, we shared an executive summary with you From July 10 – July 23, we are sharing practical strategies for improving your task forces to ensure they provide the outcomes you need. See the end of this article for a complete list. We hope you find this report useful and share it with your colleagues! by Amit Mrig (Academic Impressions) and Patrick Sanaghan (The Sanaghan Group) Best Practice No. 2: Effective Task Forces Follow a Clear Purpose To complete their work effectively, task forces and committees need to be set up for success. As we’ll discuss in the next few sections of this paper, positioning task forces and committees for success requires multiple steps. The first step is to have a charter that clearly states the purpose and scope of the work. Without a clear purpose, the committee’s work is bound to wander and lead to few real outcomes. What does a clear purpose […]

<- back to the main page of this report THIS IS ONE CHAPTER IN A FULL REPORT ON TASK FORCES IN HIGHER ED Academic Impressions has conducted a survey of 300 higher-ed professionals, and what we learned about task forces and committees in higher education was both revealing and powerful: On July 9, we shared an executive summary with you From July 10 – July 23, we are sharing practical strategies for improving your task forces to ensure they provide the outcomes you need. See the end of this article for a complete list. We hope you find this report useful and share it with your colleagues! by Amit Mrig (Academic Impressions) and Patrick Sanaghan (The Sanaghan Group) Best Practice No. 1: Effective Task Forces Can Answer YES to: “Do We Even Need a Committee For This?” The first question that campus leadership has to answer is whether a committee or task force is even appropriate or required for the task at hand. Given the time invested in these groups, this decision should be carefully weighed against the opportunity cost of redeploying these resources elsewhere. If the critical decision has already been made or if the campus leadership already has a clear […]

<- back to the main page of this report by Amit Mrig (Academic Impressions) and Patrick Sanaghan (The Sanaghan Group) The Scope of the Opportunity Committees and task forces are ubiquitous in higher education, yet, very limited attention is invested to help asses or improve their effectiveness. Whether mandated through shared governance structures or because of noble intentions for participative decision making, task forces and committees abound. In fact, in our survey of 300 higher-ed professionals, approximately 35% of respondents currently serve on 5 committees or more. If the average committee work consumes one hour a week (which is a low estimate when you consider the pre-work, research/preparatory work, meeting time, communication, off-line meetings, etc.), then, easily, more than 10% of our time is being invested here. If we’re spending more than 10% of our time, the work must be important. And indeed most of it is—at least in theory. Some of the institution’s most critical needs—from student retention to strategic planning to hiring—are managed via committees and task forces. Despite noble intentions and charters that are mission-critical, big questions remain as to how effective these groups are. In our same survey, respondents gave an overall effectiveness score of 6.72 […]

by C. Andrew Griffin (Northern Arizona University), Diane Schmitz (Seattle University), and Cory Phare (Academic Impressions) With over one third of college students transferring from at least one institution to another, and with 38% of students above the age of 25 (according to the National Student Clearinghouse 2012 Snapshot Report), campus populations are often changing faster than the programs intended to support them. And with more student veterans taking advantage of military educational benefits, the need for individuated support grows. A Retention Gap Consider the fact that 51% of four-year public institutions believe that they already have effective retention plans in place for full-time first year students, whereas only 14% believe they have effective retention efforts in place for transfer students (Jo Hilman, Noel-Levitz, 13 Sept 2013) … and the potential retention gap becomes starkly apparent. Many academic and student support services that were originally developed to meet the needs of traditional-aged students are not adequate to meet the needs of all of today’s learners. “The worst welcome for a transfer student, adult learner or student veteran,” suggests Diane Schmitz, director of commuter and transfer student life at Seattle University, “is to be met with programs and services geared to […]