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Strategic ResourceStrategic Resource Allocation / Assessment
CSU FullertonCSU Fullerton
Larry Goldstein
September 23, 2008 © Campus Strategies 1
yPresident, Campus Strategies
AgendaAgenda
Resource allocation through budgetingResource allocation through budgetingVarious budgeting modelsO h i ll iOne approach to strategic resource allocationAssessment through performance measurementOutcome measuresQuestions, comments, and reactions
September 23, 2008 © Campus Strategies 2
Resource Allocation
September 23, 2008 © Campus Strategies 3
Ideal ApproachIdeal Approach
Relies on a broadly participative processRelies on a broadly participative processIntegrates resource allocation with planning and assessmentand assessment– Planning driven by established vision
All allocation decisions driven by planning– All allocation decisions driven by planning prioritiesResults of allocations assessed regularly and– Results of allocations assessed regularly and consistently
Emphasizes accountability versus controlSeptember 23, 2008 © Campus Strategies 4
Emphasizes accountability versus control
VisionVision
September 23, 2008 © Campus Strategies 5
What Really Matters?What Really Matters?
ResourcesResources– Dollars
P iti– Positions– Space– Technology
Planning, resource allocation, and g, ,assessment must address all four
September 23, 2008 6© Campus Strategies
BudgetingBudgeting
Most familiar aspect of resource allocationMost familiar aspect of resource allocationOther aspects of resource allocation
S i– Space assignment– Establishment of technology priorities– Process for assigning new positions– Any reallocation processAny reallocation process
Dollars, faculty or staff positions, space, equipment etc
September 23, 2008 © Campus Strategies 7
equipment, etc….
Budgeting (contd )Budgeting (contd.)
Budget as predictorBudget as predictor– Integration with GAAP reporting
i k i i iLink to activities statementLink to balance sheet
Driver of planningApplication of ratio analysisApplication of ratio analysis– Use budget to project Composite Financial
Index (CFI) and its componentsSeptember 23, 2008 © Campus Strategies 8
Index (CFI) and its components…
Budgeting (contd )Budgeting (contd.)
All-funds budgetingAll-funds budgeting– Unrestricted
i d ( if d i– Restricted (e.g., gifts, endowment income, sponsored research)
Approved budget is only a snapshotProcess is continuousAlways responding to new information
Plans assessment results etcSeptember 23, 2008 © Campus Strategies 9
– Plans, assessment results, etc.
Questions?
September 23, 2008 © Campus Strategies 10
Budget Models
September 23, 2008 © Campus Strategies 11
Types of BudgetsTypes of Budgets
OperatingOperatingCapitalS i l i i i iSpecial initiativesRestrictedProjectDepartmentalDepartmentalAnd many more
September 23, 2008 © Campus Strategies 12
Budget ModelsBudget ModelsIncrementalF lFormulaZero-basedResponsibility centerPlanning, programming, and budgetingg, p og g, d budge gSpecial purpose
Initiative basedInitiative-basedPerformance-based
September 23, 2008 © Campus Strategies 13
Hybrid
IncrementalIncremental
All budgets are adjusted by a specifiedAll budgets are adjusted by a specified percentage—either up or downEasy to administer most efficient modelEasy to administer, most efficient modelFlawed because it assumes existing allocations
iare appropriateNot linked to plans and no priorities are setMaintains status quo / mediocrityFails to leverage opportunities
September 23, 2008 © Campus Strategies 14
Fails to leverage opportunities
FormulaFormula
Resource allocations driven by purelyResource allocations driven by purely quantitative factors
Enrollment employment space etc– Enrollment, employment, space, etc.More common among public institutionsRelatively efficientFlawed unless formulas adjusted for prioritiesj pFormulas frequently become outdated
September 23, 2008 © Campus Strategies 15
Zero-basedZero based
Assumes no history and builds from thereAssumes no history and builds from thereIdentifies activities and related costs
C b d diff i i i d– Costs vary based on differing anticipated outcomes
Decisions are made based on the packages of activities and what they’ll accomplish…
September 23, 2008 © Campus Strategies 16
Zero-based (contd )Zero based (contd.)
Fairly labor and paper intensiveFairly labor and paper intensiveDifficult to apply consistently
iff b d i i i d– Difference between administrative and academic activities
Rarely applied completelyOccasionally used on a cyclical basisy y
September 23, 2008 © Campus Strategies 17
Responsibility CenterResponsibility Center
Numerous terms to describe system of “everyNumerous terms to describe system of every tub on its bottom”Revenue centers “own” revenues they generateRevenue centers “own” revenues they generate – Responsible for expenses—both direct and
i di dindirect—and pay taxesCost centers funded from central revenues and taxes…
September 23, 2008 © Campus Strategies 18
Responsibility Center (contd )Responsibility Center (contd.)
Incentives generally less meaningful for costIncentives generally less meaningful for cost centers than revenue centersRisk that some units will act in ways notRisk that some units will act in ways not beneficial to larger institutionG kGovernance structures take on greater significanceRarely applied universally
September 23, 2008 © Campus Strategies 19
Planning, Programming, andBudgeting System (PPBS)
Focuses on centralized decision-making, a long-range orientation, and systematic analysis of alternative choices based on relative costs and benefitsSeeks to link costs to alternative approaches for achieving goals for each major activityg g j yPositives include ability to group activities by function to obtain output-oriented cost datafunction to obtain output oriented cost data…
September 23, 2008 © Campus Strategies 20
PPBS (contd )PPBS (contd.)
Provides ability to estimate future expensesProvides ability to estimate future expenses when making multiyear commitmentsEmploys quantitative evaluation supportingEmploys quantitative evaluation supporting selection among competing prioritiesSi ifi bl i l d d fSignificant problems include need for strong centralized management—doesn’t work with h dshared governance
Difficulty in HE to agree on program and outcomes or assign costs to programs
September 23, 2008 © Campus Strategies 21
Initiative-basedInitiative based
Special purpose budget modelSpecial purpose budget modelUsually focused on priorities established through planning processthrough planning processFunds taken “off the top” or generated through
ll ireallocation processUsually applied using one-time funds versus continuing commitments…
September 23, 2008 © Campus Strategies 22
Initiative-based (contd )Initiative based (contd.)
Competitive process used to distributeCompetitive process used to distribute resources
Sometimes separate pools for academic and– Sometimes separate pools for academic and administrativeP i i i id ifi d i i bli h d– Priorities identified, criteria established, proposals received
– Awards madeMust incorporate assessment process
September 23, 2008 © Campus Strategies 23
p p
Performance-basedPerformance based
Special purpose budget modelSpecial purpose budget modelMost common within public settings
f i i bli h d b– Performance criteria established by state department or system office
Frequently operates as “flavor of the day”– That is, whatever issue is drawing attention , g
politically…
September 23, 2008 © Campus Strategies 24
Performance-based (contd )Performance based (contd.)
Portion of available resources reserved forPortion of available resources reserved for distribution to entities achieving certain levels of performanceof performanceUsually only a small amount of total resources 1 or 2 percentresources—1 or 2 percentIntended to drive specific accomplishmentsRarely results in sustained improvement
September 23, 2008 © Campus Strategies 25
HybridHybridVery few “pure” budget models in useVery few pure budget models in use Most are variations or combinations of the models just describedmodels just described Some work in combination
I t l ith i ti b d– Incremental with incentive-based– Formula with zero-based on a rotating basis
Others simply a hodgepodge that varies from year to year
September 23, 2008 © Campus Strategies 26
Questions?
September 23, 2008 © Campus Strategies 27
Tool for Strategicll iResource Allocation
September 23, 2008 © Campus Strategies 28
Strategic Resource AllocationStrategic Resource Allocation
Multiple approaches possibleMultiple approaches possibleRobert Dickeson’s prioritization model
l bl b f h li i h– Valuable because of holistic approachStrategic Financial Analysis for Higher Education, Sixth Edition, KPMG, Prager Sealy & Co., LLC, and BearingPoint– Focuses solely on academic programs
Illustration using sixth edition
September 23, 2008 © Campus Strategies 29
Illustration using sixth edition
Relationship of Finances t Mi i (Q d t )to Mission (Quadrants)
Q3Important
Q1Critical
Q2Q4
FinancialPerformance
Q2Very
Important
Q4Less
Important
Mission
September 23, 2008 © Campus Strategies 30
Relationship of Markett C t i (S t )to Competencies (Sectors)
S3Important
S1Critical
S2S4
MarketTrends
S2Very
Important
S4Less
Important
Internal Competencies
September 23, 2008 © Campus Strategies 31
ProcessProcessAssess all programs on finance / mission and p gmarket trends / competenciesPlot finance / mission result on quadrantsPlot finance / mission result on quadrantsPlot market trends / competencies result on sectorssectorsOutcome is one of 16 possible combinationsUse the results to make investment / disinvestment decisions
September 23, 2008 © Campus Strategies 32
ApplicationApplication
Q3 – S3Important
Q1 – S1Critical
FinancialPerformance
Q2 – S2Q4 – Q4
CriticalPerformanceand
Market Q2 S2Very
Important
Q4 Q4Less
ImportantTrends
Mission and Internal Competencies
September 23, 2008 © Campus Strategies 33
ApplicationApplication
Q1-S1: CriticalQ1-S1: Critical– High on all (mission / finances; market
trends / internal competency)trends / internal competency)Star programsDefine the institutionEstablish favorable reputationpUsually first priority for fundingAssess regularly but never cut
September 23, 2008 © Campus Strategies 34
Assess regularly, but never cut
ApplicationApplication
Q3 – S3Important
Q1 – S1CriticalFinancial
Q2 - S2Q4 – S4
Performanceand
MarketVery
Important
Q4 S4Less
Important
Market Trends
p
Mission and Internal Competencies
September 23, 2008 © Campus Strategies 35
ApplicationApplication
Q2-S2: Very ImportantQ2-S2: Very Important– High on mission / competency; low on
finances / market trends)finances / market trends)Past success; now a resource drainExcellent candidates for partneringIf not essential to identity, consider f y,eliminating unless future success can be assured
September 23, 2008 © Campus Strategies 36
ApplicationApplication
Q3 – S3Important
Q1 – S1CriticalFinancial
Performance
Q2 - S2Q4 – S4
pPerformanceand
Market Q2 S2Very
Important
Q4 S4Less
ImportantTrends
Mission and Internal Competencies
September 23, 2008 © Campus Strategies 37
ApplicationApplication
Q3-S3: ImportantQ3-S3: Important– High on finances / market trends; low on
mission / competency)mission / competency)“Cash cows”Pose a dilemma– They provide resourcesy p– Not consistent with priorities
Can you afford to abandon?September 23, 2008 © Campus Strategies 38
Can you afford to abandon?
ApplicationApplication
Q3 – S3Important
Q1 – S1CriticalFinancial
P f
Q2 - S2Q4 – S4
Performanceand
Market Q2 S2Very
ImportantLess
ImportantTrends
p
Mission and Internal Competencies
September 23, 2008 © Campus Strategies 39
ApplicationApplication
Q4-S4: Less ImportantQ4-S4: Less Important– Low on all (mission / finances; market
trends / internal competency)trends / internal competency)Requires critical assessmentWhy does it exist?Is there a reason to expect future psuccess?– If not consider eliminating
September 23, 2008 © Campus Strategies 40
If not, consider eliminating
Questions?
September 23, 2008 © Campus Strategies 41
Assessment
September 23, 2008 © Campus Strategies 42
AssessmentAssessment
Planning and resource allocation withoutPlanning and resource allocation withoutassessment are haphazard at bestNeed assessment to ensure correct decisionsNeed assessment to ensure correct decisions are being madeB h li i d i iBoth qualitative and quantitativeQuantitative provides greatest valueSome subjective assessments will always be needed
September 23, 2008 © Campus Strategies 43
Performance ManagementPerformance Management
Unique to an institutionUnique to an institutionFocuses on resultsA i i iAction orientationBased on measurable facts (i.e., data) whenever possibleIf subjective, strive for consensusj ,
September 23, 2008 © Campus Strategies 44
What Metrics Can DoWhat Metrics Can Do
Bring clarity to visionBring clarity to visionFocus attention on strategy as opposed to short term operational considerationsshort-term operational considerationsAvoid resource allocation decisions focused
l l h b d d / isolely on short-term budget needs / issuesHighlight strategies to ensure incentives are appropriate
September 23, 2008 © Campus Strategies 45
Why Metrics Are Not UsedWhy Metrics Are Not Used
Tendency to focus on projects rather than bigTendency to focus on projects rather than big pictureConcern about scrutiny of “pet” initiativesConcern about scrutiny of “pet” initiativesHistorical lack of accountability or penalty f ffor poor performanceVulnerability to attack and misinterpretation if not done effectively or misused…
September 23, 2008 © Campus Strategies 46
Why Metrics Are Not Used (contd )Why Metrics Are Not Used (contd.)
No executive championNo executive champion Measurement is difficult
f f fiMost common measures from for-profit sector don’t fit higher educationSome activities not susceptible to routine quantification
September 23, 2008 © Campus Strategies 47
Effective AssessmentEffective AssessmentEnhances communication about strategyEnhances communication about strategyLeads to better focus / alignment of activities with strategieswith strategiesEnables organizational improvement F th t d i iFurthers progress toward visionPuts focus on priorities; improves resource allocation decisions
September 23, 2008 © Campus Strategies 48
Mission MeasuresMission Measures
Assess effectiveness of mission-basedAssess effectiveness of mission-based outcomesUnique to each institution based on its specificUnique to each institution based on its specific mission / visionWh i i i blWhen mission is not measurable– Establish goals representative of mission
accomplishment and measure those
September 23, 2008 © Campus Strategies 49
How Metrics are UsedHow Metrics are Used
Link budgets to plansLink budgets to plansCompare to peers / aspirantsC d l i di l l iConduct longitudinal analysisEffect mid-course corrections–take actionReport / discuss with management, internal stakeholders, and interested external ,constituents
September 23, 2008 © Campus Strategies 50
Questions?
September 23, 2008 © Campus Strategies 51
Outcome Measures
September 23, 2008 © Campus Strategies 52
Outputs
Services or products provided by the i i iinstitution– Output measures tend to be easy to
quantifyGenerally focus on quantity of service y q yor product providedMay or may not address concept ofMay or may not address concept of quality
September 23, 2008 53© Campus Strategies
Outcome
An institution’s impacts on the external i h l i id h henvironment or the value it provides through
its products or services– Outcome measures consider impacts and
accomplishments resulting from providing a service or product
Key word is resultsy
September 23, 2008 54© Campus Strategies
Assessment
Requires the generation of data– Data can be objective or subjective / hard
or softHard objective data include facts and “actual” measures related to the activity– E g number of graduatesE.g., number of graduates
September 23, 2008 55© Campus Strategies
Assessment (contd.)
Soft objective data include estimates or j i f l d hprojections of measures related to the
activity– E.g., estimated number of graduates
in 2010
September 23, 2008 56© Campus Strategies
Assessment (contd.)
Hard subjective data include i i d i iperceptions, attitudes, opinions, etc. as
measured by validated instruments– E.g., results of written satisfaction
surveys conducted with alumni five years after graduation
September 23, 2008 57© Campus Strategies
Assessment (contd.)
Soft subjective data include qualitative i f i d i i finformation presented in narrative form– E.g., a report of the results of
interviews with graduates conducted immediately following graduation
September 23, 2008 58© Campus Strategies
Developing Outcome Measures
Outcome measures can be hard or soft / bj i bj iobjective or subjective
Process requires a forward / backward focus– Forward focus identifies the desired
impacts / value soughtp g– Backward focus starts with identified
impact / value then considers what effortimpact / value, then considers what effort will produce that impact
September 23, 2008 59© Campus Strategies
Questions
September 23, 2008 60© Campus Strategies
IllustrationIllustration
SituationSituation– Booming region
S b i l d f C A i– Substantial need for CPAs, investment bankers, and financial analysts
– Successful individuals with these skills tend to be well compensated
– If they have a good educational experience, likely to become generous donors to schooly g
September 23, 2008 61© Campus Strategies
Illustration (contd )Illustration (contd.)
OpportunityOpportunity– Created by the fact that there is no
established business program in the regionestablished business program in the regionStrategy– Develop a first-rate business program to
meet the region’s needs for financial professionals
September 23, 2008 62© Campus Strategies
Illustration (contd )Illustration (contd.)
Output measure: number of graduates withOutput measure: number of graduates with business degrees (objective / hard)Outcome measure: number of graduatesOutcome measure: number of graduates obtaining local jobs in financial industry (objective / hard)(objective / hard)Outcome measure: estimated number of
d i d h l i 2010graduates pursuing graduate school in 2010 (objective / soft)…
September 23, 2008 63© Campus Strategies
Illustration (contd )Illustration (contd.)
Output measure: number of graduates takingOutput measure: number of graduates taking CPA exam (objective / hard)Outcome measure: number of graduatesOutcome measure: number of graduates passing CPA exam (objective / hard)O b f dOutcome measure: number of graduates receiving top score on CPA exam (objective / h d)hard)…
September 23, 2008 64© Campus Strategies
Illustration (contd )Illustration (contd.)
Outcome measure: results of writtenOutcome measure: results of written satisfaction surveys taken by employers with graduates from business program three yearsgraduates from business program three years after graduation (subjective / hard)Outcome measure: report of annual employerOutcome measure: report of annual employer forum conducted to assess performance of graduates from business program (subjective /graduates from business program (subjective / soft)
September 23, 2008 65© Campus Strategies
Illustration (contd )Illustration (contd.)
Outcome measure: reduced incidence ofOutcome measure: reduced incidence of bankruptcy in the region (objective / hard)Outcome measure: reduced indictments forOutcome measure: reduced indictments for corporate fraud in the region (objective / hard)O d i i f iOutcome measure: designation of region as preferred locale for startup businesses by
’ Offi f E i D lstate’s Office of Economic Development (subjective / soft)
September 23, 2008 66© Campus Strategies
Strategic ResourceStrategic ResourceAllocation / Assessment
Questions, Comments,and Reactions
September 23, 2008 © Campus Strategies 67
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