DAP Planning Workshop #2 - Complete Training Materials

Outcomes to Responsible Unit Goals

Use this page during the workshop to draft one or two clear operational goals grounded in Module 1 outcomes.

Purpose

In Module 1, you clarified what institutional success looks like in lived reality and identified a realistic unit contribution. In Module 2, you will translate that work into a clear, responsible operational goal your unit can intentionally work toward. You are not selecting metrics or building an assessment plan yet.

1Choose your starting point

Select the path that matches your current reality.

Path A: We do not have draft unit goals yet

Path B: We have draft unit goals we want to refine

Reminder

A strong goal describes the change you are intentionally trying to move. It does not list tasks, programs, or tools.

2Path A: Draft a goal from your Module 1 outcome

Start from one outcome or unit contribution you wrote in Module 1.

Selected outcome or unit contribution (from Module 1) Draft operational goal statement

Helpful goal stem

Our unit will strengthen [desired change] by improving [a condition we can influence] for [who is affected].

Clarify scope (optional but recommended)

2Path B: Refine an existing draft goal

Start from one draft goal your unit already has and rewrite it to describe change rather than activity.

Your current draft unit goal What change is this goal intended to create Rewritten goal statement (outcome-oriented) Clarify scope (optional but recommended)

3Quality check: Is this a strong goal

Check each item that is true. If you check fewer than 4, revise your goal.

Describes change, not tasks Within our unit's influence Aligned to an institutional priority Observable in people or systems Avoids activities, programs, or tool names Does not require other units to change first

Suggestion: You checked fewer than 4 items. Revise your goal to focus more on the change you are trying to move, not what you plan to do.

Revised goal (if needed)

Goal Triage and Calibration

Practice evaluating whether a goal statement is strong, needs refinement, or should be fundamentally rewritten.

Purpose

This activity helps teams calibrate what makes a strong divisional goal. You will triage three sample goals and diagnose common problems: activity-based goals, overclaimed goals, and strong outcome-oriented goals. Use this activity to sharpen your ability to distinguish real goals from activity lists or strategic aspirations.

1Understand the triage categories

Ready: Goal is outcome-oriented, bounded, observable, and within the unit's influence
Needs Refinement: Goal has the right orientation but needs clearer wording or tighter scope
Fundamentally Flawed: Goal is activity-based, overclaimed, vague, or not a goal at all

2Common goal problems to watch for

Activity goals: "Expand programming," "run workshops," "host events"
Overclaimed goals: "Ensure all students," "solve retention," "transform the institution"
Vague goals: "Improve communication," "enhance engagement," "support success"
Tool-first goals: "Implement a CRM" without stating the change it enables

3Triage three sample goals

Click each goal card to expand it. Classify the goal, diagnose the issue, and rewrite if needed.

Sample Goal A

"Expand academic support programming to reach more first-year students through peer mentoring and study skills workshops."

Triage label

Ready Needs Refinement Fundamentally Flawed

Diagnosis

Rewrite

Hint: Look for verbs like "expand," "implement," or "run." These signal activity goals, not outcome goals.

Sample Goal B

"Improve overall student wellbeing and resilience across the institution."

Triage label

Ready Needs Refinement Fundamentally Flawed

Diagnosis

Rewrite

Hint: If the goal sounds like the institution's mission, shrink it to a contribution your unit can influence.

Sample Goal C

"Improve the clarity and consistency of academic planning pathways so students can make informed decisions without unnecessary delays."

Triage label

Ready Needs Refinement Fundamentally Flawed

Diagnosis

Optional refinement

Hint: A strong goal stays outcome-oriented, bounded, and observable.

4Goal quality checklist

Use this checklist to evaluate both the sample goals and your own draft goal later in the session.

Describes a change, not a task list Within a realistic sphere of influence Observable in behavior, experience, capability, or system conditions Avoids overclaiming institutional impact Does not rely on specific programs, tools, or events to be valid

DAP Goal Triage Checklist

A comprehensive evaluation tool to assess whether your goal is ready for your divisional action plan

How to use this checklist

Work through each section in order. Check all boxes that apply. If you find yourself unable to check key boxes, your goal likely needs revision.

1Goal vs. Activity Test

Is this actually a goal? Check YES only if all apply.

The statement describes a change, not something we will do It does not name a program, initiative, event, or tool It does not include numbers, targets, or timelines It would still make sense even if our tactics change mid-year

Red flags (if you see these, revise):

"Implement," "launch," "host," "roll out"
Tool names, software, platforms
Event counts or attendance

2Influence Boundary Test

Does this goal sit in our influence zone?

The goal supports an institutional outcome but does not claim to own it The change described is achievable through decisions, practices, or processes we control The goal does not require other divisions to act before progress is possible

Ask yourself:

If another unit did nothing differently this year, could we still make progress on this?
If no, the goal is likely too strategic.

3Level Check (Right Level for a DAP)

Is this the right level for a divisional plan?

This is not an institutional strategy statement This is not a tactical task or to-do list This is an operational commitment to influence change this year

Rule of thumb:

Too big to own → not a DAP goal
Too small to assess → not a DAP goal

4Outcome Anchoring

Is the goal anchored to real outcomes?

I can clearly explain which institutional goal this supports I can describe what would be different in lived experience if this goal succeeds

The goal implies observable changes in at least one of the following:
Select all that apply:

Behavior Experience Capability System conditions

If none apply, revise.

5Observability Test

Could someone tell if this was working?

Progress would be visible in real life, not just in reports Someone could describe what's different without referencing our activities The change would still be noticeable even if no new programs were launched

Remember:

If success can only be explained by listing what you did, the goal is activity-based.

6Learning & Adaptation Check

Does the goal allow for learning?

The goal leaves room to test and adjust tactics We could learn something even if the goal is only partially achieved The goal does not assume we already know the "right" solution

Remember:

Good goals guide learning.
Bad goals lock teams into execution.

7Clarity Test

Can others understand it?

A colleague outside my unit could understand what change we're aiming for I could explain this goal in one sentence without adding caveats The goal uses clear, plain language

Clarity check:

If you need a paragraph to explain it, simplify.

Final Verdict

After completing the checklist, classify the goal:

Strong DAP Goal

Ready to move forward

Revise for clarity or scope

Not a Goal

Rewrite (likely an activity or institutional outcome)

Quick Reference

Use this page while drafting goals in Workshop #2.

Fast definitions

Outcome: what becomes true for people or systems
Goal: the directional change your unit commits to influence
Activity: what you do to support a goal

1Common goal traps

Activity goals: "run," "host," "expand programming," "increase events"
Overclaimed goals: "ensure all students," "solve retention," "transform the institution"
Vague goals: "improve communication," "enhance engagement," "support success"
Tool-first goals: "implement a new system" without stating the change it enables

2Goal quality prompts

If we succeed, what will be different in behavior, experience, capability, or system conditions?
Is this within our influence, or are we claiming institutional ownership?
Could a neutral observer recognize progress without looking at attendance counts?