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WHAT WOULD I KNOW?

A doctorate in higher education administration from the University of Southern California and a solid track-record of strategic planning accomplishments aside, as Director of Organizational and Professional Development for a major research university and hospital facilities management division, I facilitated the planning, implementation, monitoring and reporting of a comprehensive strategy to maintain buildings, utility infrastructure, landscape, hardscape and building access for an organization maintaining over $7 billion in physical assets.

 

​I led the collaboration between the associate vice-president and my colleagues on the senior leadership team from operations, engineering, finance, energy, and HR. The work had to be completed according to a plethora of building regulations, safety codes, customer service expectations, timing deadlines, efficiency standards and cost-effectiveness measures. I was also responsible for ensuring that over 300 employees had access to the training necessary to do their jobs effectively and safely. I analyzed and reported on data that were used to obtain funding.

 

The expertise needed for forecasting, planning, communicating, coordinating, and pivoting transcended the perceived boundaries of administration, operations and academics when it comes to results.

 

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With no previous background in facilities, during my tenure, we achieved an unprecedented number of our short- and long-term goals and received an industry award for our ability to adapt to a major obstacle facing the division. I received my own recognition for my work to ensure organizational continuity through a crisis.  Having achieved mission-aligned goals in a complex, fast-paced, high-stakes facilities environment absolutely enables me to help academics transform their thinking into actionable goals and concrete outcomes.

 

Perhaps a better question may have been, “What can I learn from her that will be helpful for my academic planning?” That kind of crucial paradigm shift is at the very core of successful higher ed change management and central to its survival, as audacious at that sounds. A renewed spirit of cross-campus collaboration is critical in this new era.

In addition to planning and implementation work in facilities

I led the successful planning and implementation of a university-wide compliance program that took place over several years in a decentralized organization and which impacted several thousand faculty and staff and each of over 200 departments. It was a mammoth undertaking of navigating competing demands and resources, systems, infrastructure and policy constraints, human transition obstacles, changing legislation, shared governance decision-making debates, technical and IT challenges, inefficient communication systems and diverse stakeholder needs. We succeeded.

 

Similarly, my role is to help academics:

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  • Ensure there is a collective understanding about the goal(s) at hand,

  • Assess the capacity of the organization to accomplish the goal(s),

  • Develop a practical customized plan accordingly, and

  • Guide the systematic implementation of the goal(s).

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At the end of the day, someone has to actually implement something tangible and relevant in a timely and organized fashion to get results.  My facilities background provides a vital advantage in the work that we do to help higher education organizations systematically expand capacity to provide equitable access to quality education.

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