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Below is the fourth of thirteen sections of the CAS Standards and
Guidelines for Learning Assistance Programs.  Background information
about the document can be found in a previous message dated 5-18-95.
 
This section, ORGANIZATION AND MANAGEMENT, differs from the first two
sections in that the general standards are incorporated into the text
instead of appearing separtately at the beginning of the document.
Instead, the general standards appear in CAPS.  Because of the editing
required to transform document sections into this new format, our
progress in putting out the sections is slower than originally anticipated.
 
We invite you to comment on any or all of the thirteen sections that will
eventually appear on learnasst.  We ask that e-mail your responses in the
next few weeks.
 
Sincerely,
 
 
Martha Maxwell and Georgine Materniak
 
                        repond to [log in to unmask]
 
 
 
 
BEGIN ORGANIZATION AND MANAGEMENT SECTION
 
IV.     ORGANIZATION AND MANAGEMENT
 
LEARNING ASSISTANCE PROGRAMS AND SERVICES MUST BE STRUCTURED PURPOSEFULLY
AND MANAGED EFFECTIVELY TO ACHIEVE STATED GOALS.
 
The mission and goals of the Learning Assistance Program, the needs of
its clients, and its institutional role should determine where the unit
is located in the organizational structure of the institution.  Learning
Assistance Programs are frequently organized as units in the Academic
Affairs or the Student Affairs division.   Regardless of where the
Learning Assistance Program is organized, the nature of Learning
Assistance Programs require that it interact and communicate effectively
with key units in both divisions to assure coordination
of related programs, services, policies, and procedures.
 
To promote effective communication, productive interaction and collaboration
across key units of divisions,  the Learning Center Program should have
representation on committees that address topics related to the implementation
of the mission and goals of the program. Some examples include committees
examining retention, orientation, academic standards and requirements,
curriculum design, assessment and placement, basic skills, freshmen
seminars, faculty development and probation review.   The Learning
Assistance Program can contribute to effective communication through a
broadly constituted advisory board or by creating a network of consultants
with key units of the institution.
 
Learning Assistance Programs should be a separate and independent unit within
the division to which it reports.  The administrator of the Learning
Assistance Program should report directly to the chief administrator of its
division.
 
EVIDENCE OF APPROPRIATE LEARNING ASSISTANCE PROGRAM STRUCTURE MUST
INCLUDE CURRENT AND ACCESSIBLE POLICIES AND PROCEDURES, WRITTEN
PERFORMANCE EXPECTATIONS FOR ALL EMPLOYEES, FUNCTIONAL WORK FLOW GRAPHICS
OR ORGANIZATIONAL CHARGES, AND SERVICE DELIVERY EXPECTATIONS.
 
The Learning Assistance Program provides written policies and procedures for
staff and clients; written job descriptions and expected performance outcomes
for each member of the permanent and student staff; written goals and
objectives for staff development and student employee training components;
and written goals, objectives, and anticipated  outcomes for each program and
 service;
 
EVIDENCE OF EFFECTIVE LEARNING ASSISTANCE PROGRAM MANAGEMENT MUST INCLUDE
CLEAR SOURCES AND CHANNELS OF AUTHORITY, EFFECTIVE COMMUNICATION
PRACTICES, DECISION-MAKING AND CONFLICT RESOLUTION PROCEDURES,
RESPONSIVENESS TO CHANGING CONDITIONS, ACCOUNTABILITY SYSTEMS AND
RECOGNITION AND REWARD PROCESSES.
 
Regularly scheduled staff meeting are held to share information; to coordinate
the planning, scheduling, and delivery of programs and services; to identify
and discuss potential and actual problems and concerns; to collaborate on
decisions and solving problems.
 
The Learning Assistance Program administrator meets with staff individually
on a periodic basis to mutually exchange ideas, formulate plans, provide
feedback, and discuss concerns.  The administrator conducts annual performance
appraisals according to institutional policies and procedures.
 
PROGRAMS AND SERVICES MUST PROVIDE CHANNELS WITHIN THE ORGANIZATION FOR
REGULAR REVIEW OF ADMINISTRATIVE POLICIES AND PROCEDURES.
 
The Learning Assistance Program conducts a periodic review and revision
of all policies and procedures; job descriptions; program and services
objectives, goals, and outcomes. It also identifies the need for further
training and additional staff development .
 
END OF ORGANIZATION AND MANAGEMENT SECTION
 
 
 
 
 
 
 
 
 
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
ORGANIZATION AND MANAGEMENT SECTION
 RATING OF REVISION DRAFT
 
 
Using a scale from 1 (do not agree) to 5 (agree), please rank the
ORGANIZATION AND MANAGEMENT Section.
 
 
1. This section addresses the essential elements of the topic.
 
2. This section is comprehensive in addressing the topic.
 
3. Choice and usage of terminology is appropriate.
 
4. Language is easy to comprehend.
 
5. This section could be useful for the intended purposes of:
 
        - Measuring of program and services effectiveness.
 
        - Designs for program and service development and assessment.
 
        - Criteria for institutional self-studies and preparation for
        accreditation.
 
        - Opportunities for staff development.
 
        - Directions for student learning and development.
 
        - Frameworks for accountability.
 
 
6. This section of the document reflects the major concepts, beliefs, and
practices about the ORGANIZATION AND MANAGEMENT of a learning
assistance program.
 
7. Have you ever used the original version of the CAS Standards and
Guidelines for Learning Assistance Programs?
Yes  or  no?
 
If "yes", please let us know for what purpose you used it and if it was
useful for that purpose.
 
 
 
Please feel free to add your specific  comments, suggestions, ideas.
Thank you for your participation.
 
        E-MAIL RESPONSE TO:     [log in to unmask]