Table of Contents
Application Components
Application Checklist
Table of Contents
Publicity, Ethics & Release Statement
Letter of Certification of Eligibility
Eligibility Certification Forms
Organizational Chart
Glossary of Terms
Page
G-1
Organizational Profile
i
Category 1 Leadership
1.1 Senior Leadership
1.2 Governance and Societal Responsibilities
1
1
3
Category 2 Strategic Planning
2.1 Strategy Development
2.2 Strategy Implementation
8
8
11
Category 3 Customer Focus
3.1 Voice of the Customer
3.2 Customer Engagement
14
14
16
Category 4 Measurement, Analysis, and Knowledge Management
4.1 Measurement, Analysis, and Improvement of Organizational Performance
4.2 Knowledge Management, Information, and Information Technology
19
19
22
Category 5 Workforce Focus
5.1 Workforce Environment
5.2 Workforce Engagement
25
25
26
Category 6 Operations Focus
6.1 Work Processes
6.2 Operational Effectiveness
29
29
31
Category 7 Results
7.1 Product and Process Results
7.2 Customer-Focused Results
7.3 Workforce-Focused Results
7.4 Leadership and Governance Results
7.5 Financial and Market Results
32
32
38
41
46
49
ADMINISTRATIVE OFFICES: 5201 N. O’CONNOR BLVD., SUITE 100, IRVING, TX 75039
Phone: (469) 828-1157 Fax: (469) 828-1143
Email: ltomaszewski@qualitytexas.org Visit our web site: www.texas-quality.org
BOARD OF DIRECTORS
Steve Arms
Lockheed Martin Missiles &
Fire Control
September 15, 2014
Archie Blanson
Aldine ISD
Jeffrey Canose
Board Vice-Chair
Texas Health Resources
Dale Crownover
Texas Nameplate Company
Tomas Gonzalez
City of El Paso
Mac McGuire
McGuire & Associates
Linda Myers
BioBridge Global
Ken Schiller
K&N Management
Mark Sessumes
TMAC
Holly Teague
Weatherford ISD
Liz Youngblood
Board Chair
Baylor Health Care System
Lynn M. Tomaszewski
Chief Executive Officer
Kristin Krenzer
Director
Performance Excellence Program
Bruce Leslie
Chancellor
Alamo Community College District
201 West Sheridan
San Antonio, Texas 78204-1429
Dear Dr. Leslie:
Based on the information provided in your Eligibility Certification Form, Quality Texas is
pleased to report that Alamo Community College District is eligible to participate in the
2014-2015 Texas Award for Performance Excellence cycle. Your organization will be
evaluated at the Award Level in the Education Sector, using the Business Criteria. All
Award level applicants will be recognized at the annual awards event in June, so please
make plans to attend.
An original application document, one additional copy, and CD (pdf file) containing the
complete application packet must be postmarked no later than October 15, 2014. Please
send all packages to the address listed above.
Please note all instructions for preparing and submitting the application. These can be
downloaded from our website at www.texas-quality.org. Remember to include a copy of
this letter and the Eligibility Certification Forms in each copy of the Award Application
documents.
We look forward to working with you during the 2014-2015 Quality Texas Award
cycle. Please feel free to call me if you have any questions.
Sincerely,
Lynn M. Tomaszewski
Lynn M. Tomaszewski
ASQ CMQ/OE, LSSGB
Chief Executive Officer
Quality Texas Foundation
cc: Debra Morgan
Alamo Colleges Board of Trustees
Alamo Colleges Organization Chart
J. Alderete, Jr. (Secretary)
D. McClendon
A. Bustamante (Chair)
A. Herrera
R. Zárate
Deputy to the Chancellor/
Director of Achieving the Dream
Dr. Adriana Contreras
Dr. G. Sprague
Dr. Y. Katz (Vice Chair)
C. Kingsbery (Asst. Secretary)
J. Rindfuss
Student Trustee J. Wong
Board Liaison
Sandra Mora
CHANCELLOR
Dr. Bruce H. Leslie
General Counsel
Ross Laughead
District Director of
Internal Audit
Matthew Mills
District Ethics & Compliance Officer
Eduardo Cruz
Executive Director of
Institutional Advancement
James Eskin
Director of Community
Partnerships
Michelle Perales
Northeast Lakeview College
President
Dr. Craig Follins
Vice Chancellor of Economic &
Workforce Development
Dr. Federico Zaragoza
Vice Chancellor for Finance &
Administrative Svcs
Diane Snyder
Vice Chancellor for Academic
Success
Dr. Jo-Carol Fabianke
Vice Chancellor for Student
Success
Dr. Adelina Silva
Vice Chancellor of Planning,
Performance & Information
Systems
Dr. Thomas Cleary
Northwest Vista College
President
Dr. Ric Baser
Associate Vice Chancellor
of Communications
Leo Zuniga
Associate Vice Chancellor
of Finance & Fiscal Admin Svcs
Pamela Ansboury
Associate Vice Chancellor
for Academic Partnerships &
Initiatives
Ruth Dalrymple
Associate Vice Chancellor
for Student & Program
Development
Dr. Cynthia Mendiola-Perez
District Director of Information
Technology Services
Roger Castro
Director of Workforce Admin & Special
Projects
Vacant
Associate Vice Chancellor
of HR & Organizational Dev
Linda Boyer-Owens
District Director of Curriculum
Coordination & Transfer
Articulation
Dr. Christa Emig
Coordinator of Student
Leadership Institute
Rodell Asher
District Director of IR &
Effectiveness Services
Velda Villarreal
Director of CE & Workforce
Operation Systems
Steve Sparks
Associate Vice Chancellor
of Facilities
John Strybos
District Director of Center for
Student Information
Dr. Elizabeth Garza
Director of Strategic Initiatives &
Performance Excellence
Dr. Debra Morgan
Director of Business Outreach
Chief of Police
Don Adams
Palo Alto College
President
Dr. Michael Flores
San Antonio College
President
Dr. Robert Vela
Colin Nichols
St. Philip’s College
President
Dr. Adena Loston
Director of
International Programs
Carol P. Fimmen
District Director of Student
Financial Services
Dr. Harold Whitis
Director of
College Readiness
Vacant
Director of
Alamo Colleges Online
Virginia Stewart
Director of
High School Programs
Vacant
Director of
Student Completion
Vacant
Director of
District-wide Advising
Vacant
August 27, 2014
Glossary of Terms
4DX
AAP
AC
ACC
ACCT
ACES
ACH
ACOL
ADA
ALAS
AOL
AOS
AP
ASTM
AtD
AUC
AVC
AW
BAM
BPA
BoT
CC
CCSSE
COBRA
CoC
CSI
CTTC
CVC
DCCCD
DSO
EAP
EDD
EEOC
EOP
EPCC
ERM
ETAP
EWD
FA
FAFSA
FCC
FERPA
FLSA
FOCUS
FY
GASB
GCA
GFOA
GPA
HCCS
HIPPA
HR
ICS
IPEDS
IRES
ISD
ITS
KPI
LSC
MCCCD
MDC
MOU
MGC
Four Disciplines of Execution
Affirmative Action Plan
Alamo Colleges (DSO and five colleges)
Austin Community College
Association of Community College Trustees
Alamo Colleges Educational Services
Automated Clearing House
Alamo Colleges Online
Americans with Disabilities Act
Alamo Colleges Leadership Academy for Success
Available Online
Available On Site
Action Plan
American Society for Testing and Materials
Achieving the Dream
Alamo University Center
Associate Vice Chancellor
Alamo Way
Budget Alignment Methodology
Business Process Analysis
Board of Trustees
Core Competencies
Community College Survey of Student Engagement
Consolidated Omnibus Budget Reconciliation
Collin College
Center for Student Information
Central Texas Technology Center
Chancellor and Vice Chancellors
Executive Leadership Team for DSO
Dallas County Community College District
District Support Operations
Employee Assistance Program
Employee Development Day
Equal Employment Opportunity Commission
Emergency Operations Plan
El Paso Community College
Enterprise Risk Management
Employee Tuition Assistance Program
Economic and Workforce Development
Finance and Administration
Free Application for Student Aid
Federal Communications Commission
Family Educational Rights and Privacy Act
Fair Labor Standards Act
Find, Organize, Clarify, Understand, Select
Fiscal Year
Governmental Accounting Standards Board
Housekeeping/Grounds Contractor
Government Finance Officers Association
Grade Point Average
Houston Community College System
Health Insurance Portability and Accountability
Human Resources
Incident Command System
Integrated Postsecondary Education Data System
Institutional Research and Effectiveness Services
Independent School District
Information Technology Services
Key Performance Indicator
Lone Star College System
Maricopa County Community College District
Miami Dade College
Memorandum of Understanding
Mobile GO Center
MVV
NACUBO
NFPA
NILIE
NLC
NPS
NVC
OFI
P-12
P-16
PAC
PACE
PDCA
PEIMS
PM
PO
PPE
PR
PVC
SA
SAC
SAEP
SAMA
SC
SIPOC
SLI
SO
SP
SPC
SPP
SPPE
STC
STEM
SWC
SWOT
TACC
TAMUSA
TAPE
TCCD
TEA
THECB
TMS
TU
USDOE
USDOL
UTHSCSA
UTSA
VC
VCAS
VCEWD
VCFA
VCPPIS
VCSS
VOC
VP
VPAA
VPCS
VPSS
WCE
WETC
WIG
Mission, Vision, Values
National Association of College and University Business Officers
National Fire Protection Association
National Initiative for Leadership and Institutional Effectiveness
Northeast Lakeview College
Net Promoter Score
Northwest Vista College
Opportunity for Improvement
Pre-school, Kindergarten Through 12th Grade
Pre-school, Kindergarten Through 12th Grade, Postsecondary
Palo Alto College
Personal Assessment of the College Environment
Plan, Do, Check, Act
Public Education Information Management System
Preventative Maintenance
Purchase Order
Personal Protective Equipment
Public Relations
Presidents, Vice Chancellors, and Chancellor
Executive Leadership Team for AC
Strategic Advantages
San Antonio College
Summer Academic Enrichment Program
San Antonio Manufacturing Association
Strategic Challenges
Suppliers, Inputs, Process, Output, Customers
Student Leadership Institute
Strategic Opportunities
Strategic Plan
St. Philip’s College
Strategic Planning Process
Strategic Planning and Performance Excellence
South Texas College
Science, Technology, Engineering, Mathematics
St. Philip’s College Southwest Campus
Strengths, Weaknesses, Opportunities, Threats
Texas Association of Community Colleges
Texas A&M University – San Antonio
Texas Award for Performance Excellence
Tarrant County College District
Texas Education Agency
Texas Higher Education Coordinating Board
Talent Management System or Alamo Learn
Trinity University
United States Department of Education
United States Department of Labor
University of Texas Health Science Center at San Antonio
University of Texas at San Antonio
Vice Chancellor
Vice Chancellor for Academic Success
Vice Chancellor of Economic and Workforce Development
Vice Chancellor for Finance and Administration
Vice Chancellor for Planning, Performance, and Information
Systems
Vice Chancellor for Student Success
Voice of the Customer
Vice President
Vice President of Academic Affairs
Vice President of College Services
Vice President of Student Success
Workforce Center of Excellence
Westside Education Training Center
Wildly Important Goal
Organizational Profile
Alamo Way (AW) priorities, ensuring full strategic
alignment.
The DSO senior leaders use the Mission, Vision and
Values (MVV) and the AW to guide action planning and the
development of related metrics demonstrating progress and
success (Fig. P.1-2). Unit action plans are aligned with the
strategic plan (Fig. 2.2-3). New in the past year, as a result of
deploying the Four Disciplines of Execution (4DX)
initiative, is a focus on a wildly important goal (WIG) for the
AC. The WIG, identified by senior leaders, is to Increase
degrees and certificates earned by students from 6,300 to
7,000 by August, 2015. DSO units use the 4DX model to
execute strategy related to the success of this WIG,
particularly those units that provide direct services to
students (financial aid, student leadership, business office.)
DSO has identified four core competencies (Fig. P.1-3)
which, combined with a SWOT analysis and environmental
scan, guide the development of strategy during the strategic
planning process (SPP). The strategic plan is the vehicle that
guides us to achieve our mission.
P.1a(3) Workforce Profile
The 844 DSO employees are dedicated to the success of
the AC and our students. Employees are segmented as shown
in Fig. P.1-4. Some positions in the administrative segment
require professional or doctoral degrees. Others require
bachelors or master’s degrees. Most positions in the
professional segment require bachelors or master’s degrees.
Employee ethnic demographics are 7% African American,
66% Hispanic, 24% White, 2% Asian or Pacific Islander, and
1% other. Our employees are not part of any organized
bargaining group.
PREFACE: ORGANIZATIONAL PROFILE
P.1 ORGANIZATIONAL DESCRIPTION
Alamo Colleges District Support Operations (DSO) is the
administrative and service-provider entity of the Alamo
Colleges (AC) comprised of DSO and five community
colleges in San Antonio, Texas. The five colleges DSO
serves are San Antonio College (SAC), St. Philip's College
(SPC), Palo Alto College (PAC), Northwest Vista College
(NVC), and Northeast Lakeview College (NLC). This TAPE
application addresses the performance excellence of DSO
only. Since DSO is primarily a support organization, we
utilize the non-profit Criteria for Performance Excellence as
opposed to the Education Criteria.
P.1a Organizational Environment
P.1a(1) Product Offerings
The primary products and services that DSO provides
and the customer groups to whom they are provided are
shown in Fig. 3.2-1. DSO provides a wide range of services
to the five colleges through 45 distinct operational units
including human Resources (HR), facilities maintenance and
construction, safety and security, budget development,
information technology services, and purchasing. The
services provided by DSO are considered key to the success
of the AC. Additionally, DSO provides some products and
services, such as financial aid, business services, outreach,
information technology, leadership development, facilities
maintenance, and security, directly to students as shown in
the same Figure. We deliver our products and services
through face-to-face meetings, and written and electronic
communications.
P.1a(2) Vision and Mission
DSO embraces the concept of stewardship to enable
coordination and collaboration of processes and initiatives
across the AC with a “systems thinking” approach. This
approach reflects our “Alamo Way” mindset and supports the
concepts of a learning organization. In 2011, the Board of
Trustees (BoT) approved an educational philosophy policy
with the purpose of driving increased student performance
and greater service efficiency and effectiveness. This policy,
known as the Alamo Way: Always Inspire, Always Improve
(Fig. P.1-1), has been deployed to all college and DSO
employees at departmental meetings and is also part of the
agenda for New Employee Orientation (NEO). The policy
comprises the three highest priority areas that are critical in
leading the AC: Student Success, Principle-Centered
Leadership, and Performance Excellence. In a cycle of
refinement this year, the BoT approved the new AC strategic
plan with its three strategic objectives being identical to the
DSO Purpose:
To provide operational services to the colleges and
some direct services to students and the community.
Alamo Colleges Mission:
Empowering our diverse communities for success.
Alamo Colleges Vision:
The Alamo Colleges will be the best in the nation in Student
Success and Performance Excellence.
Alamo Colleges Values:
The members of Alamo Colleges are committed to building
individual and collective character through the following shared
values to fulfill our Vision and Mission.
•
Students First
•
Respect for All
•
Community-Engaged
•
Collaboration
•
Can-Do Spirit
•
Data-Informed
Figure P.1-2 Purpose, Vision, Mission, Values
In 2008, 2012, and 2013, using the Personal Assessment
of the College Environment (PACE) work climate survey
and focus groups, we identified the top 4 factors correlating
with engagement and satisfaction of our employees with a
focus on achieving the most effective leadership style: 1)
Spirit of cooperation; 2) Open and Ethical Communication;
3) Encourage Innovation; and 4) Positively Motivate
Performance. These factors have contributed to a renewed
focus on workforce training and development that align with
Figure P.1-1 The Alamo Way Policy
i
Organizational Profile
the strategic plan. For instance, in support of our strategic
objective Principle-Centered Leadership, all employees are
trained in The Seven Habits of Highly Effective People.
Likewise, with a laser-focus on results and performance
(strategic objective Performance Excellence), key leaders are
trained and certified to implement the 4DX initiative in order
to achieve the AC WIG. Many leaders have also been
trained as Quality Texas of Baldrige National Program
examiners.
Specific safety requirements identified for DSO workforce
members include the following:
1) Assessment of ergonomic risks for
employees who work at a desk
2) Defensive driving training for employees who operate
a vehicle
3) General safety training provided to employees who
work with recognized hazards to include welding
safety, electrical safety, lockout/tagout, personal
protective equipment, ergonomics, chemical safety,
emergency evacuation, active shooter training, first aid
and CPR, and behavior intervention
4) Specialized safety training for DSO police officers who
receive safety training in accordance with Texas
Commission on Law Enforcement standards and
utilize body armor for patrols
P.1a(4) Assets
The three primary DSO facilities are: West Houston Street
(68,419 sq. ft.) which houses Information Technology
Services (ITS) and Finance; West Sheridan Street (155,640sq.
ft.) where the chancellor, vice chancellors (VCs), HR, Legal
Services, Ethics, Foundation, Communications, Internal
Audit, Strategic Planning and Performance Excellence
(SPPE), Institutional Research and Effectiveness Services
(IRES), and Police are housed; and Pat Booker Road (152,286
sq. ft.), housing Facilities, Student Financial Aid (SFA),
Center for Student Information (CSI), some workforce
programs, and other service units. We have a future site
(500,000 sq. ft.), which will bring all DSO services together
under one roof and provide space for cross-college meetings
and program collaboration. A request for proposal (RFP) for
a private-public partnership to build these facilities is under
review by the BoT. The remaining DSO personnel are colocated with the colleges on their campuses, enabling them to
be close to the customers that they support.
DSO utilizes information, instructional, communications,
office, and security technology systems. Instructional
Technology supports teaching and learning activities.
Communications Technology includes those applications that
help facilitate work output enterprise-wide. Office
Technology supports operational activities.
DSO also utilizes information, instructional,
communication, office, and security technology
communication equipment. This includes two mainframe
1.
2.
Alamo Colleges Core Competencies
Organizational efficiency and sustainability
Innovative technology to support administrative,
academic, and student support operations
3.
4.
Partnership development and stewardship
Ongoing adoption of innovative practices
District Support Operations Employees 6/2014
PT
FT
Located at DSO Offices
95
426
31
126
292
718
0
20
0
289
126
409
Co-Located at the five colleges
Total:
Administrative: 20
(2%)
Professional: 289
(34%)
Classified: 535
(64%)
M - 10
F - 10
M - 113
F - 176
M - 226
F - 309
844
20
DSO
NLC
NVC
PAC
SAC
SPC
DSO
NLC
NVC
PAC
SAC
SPC
253
5
7
7
10
7
248
22
30
50
116
69
Figure P.1-4 Employee Demographics
servers for legacy information services; three IBM Power
series servers to service Banner/ Oracle / Argos system; 50+
network servers; 18,000 workstations. Redundant storage
allows for real-time data replication; and virtual servers
allow reactive server management to address performance
requests. Facilities and Construction operates physical plants
at each college location. Maintenance, grounds and
housekeeping equipment is standard in each location.
P.1a(5) Regulatory Requirements
DSO operates in accordance with regulatory requirements
at the federal, state, and local levels. Fig. P.1-5 shows the
types of requirements we must meet and the regulators who
define and monitor these requirements. Additional regulatory
environment information is provided in Fig. 1.2-2 and the
complete compliance matrix and reporting calendar is
available on site.
P.1b Organizational Relationships
Each VC direct report (associate VCs and directors)
supervise other DSO personnel and work directly with the
colleges’ leadership. There are numerous standing and ad-hoc
committees whose primary purpose is to drive improvement
by evaluating current processes and recommending efficiency
and effectiveness changes. Examples of these committees
include the Student Academic Success Council, IRES leads
Team, and the Foundation Team. The Super Senate comprises
the chairs of the colleges’ faculty senates. The Staff Council is
comprised of the leaders of the colleges’ staff councils. These
two faculty and staff teams meet with the Chancellor/Vice
Chancellors (CVC) regularly to vet ideas, address concerns,
and confirm strategic direction. These cross-functional, crosslocated teams assure shared governance, oversight, and
operation of DSO and the colleges as a whole (Fig. 3.1-2).
DSO supports the five colleges, four of which are
individually accredited while the fifth is gaining accreditation.
Financial and student success results and other data are
gathered and provided by DSO to the colleges for their
reaccreditation reports. AC has three primary types of funding
sources: Bexar County is the taxing district for the AC (ad
valorem property tax represents 36% of the operating
revenue); we also receive contact-hour reimbursement and
Figure P.1-3 Core Competencies
ii
Organizational Profile
employee health and retirement benefits from the state of
Texas (representing 26% of the operating revenue); and third,
the AC receive tuition and fees from students (representing
35% of the operating revenue.) Interest and miscellaneous
income comprises the remaining 3% of our funding. All
funding is collected through DSO and, using a formula, the
colleges receive a budget allocation based on their student
enrollment. DSO’s operations budgets are built using a
combination of workload driven and base budget techniques.
P.1b(1)Organizational Structure
The governance structure of the AC is a hierarchical
oversight structure. A nine-member BoT is elected by
taxpayers and serves for six-year terms with unlimited
reelection opportunity. The chancellor is hired by the BoT
and serves at their direction and discretion. The BoT provides
an annual “charge” to the chancellor, outlining priorities for
the coming year. All other employees of DSO and colleges
are hired by the chancellor, including his direct reports: the
five college presidents and the five vice chancellors (PVC).
The chancellor and the five VCs (CVC) constitute the DSO
executive leadership team. The BoT’s responsibilities include
adopting and periodically reviewing the philosophy which
clarifies the basic educational beliefs and educational
responsibilities of the AC to the community, adopting policies
for the AC including the strategic plan, approving site and
facilities purchases and upgrades, and providing ways and
means of financial support including budget approval. The
Southern Association of Colleges and Schools (SACS), the
regional accrediting body for higher education for Texas,
stipulates that there is a clear and appropriate distinction
Purpose
between the policy-making function of the governing board
and the responsibility of the administration, staff, and faculty
to administer and implement policy. The BoT and its five
sub-committees meet monthly with the chancellor, VCs, and
college presidents to address DSO and college business. The
meetings are open to the public and include an opportunity
for citizens to be heard. The chancellor, presidents, and VCs
comprise the PVC, which is the AC executive leadership
team.
P.1b(2) Customers and Stakeholders
The key market area of DSO is the educational
community of Bexar County, and seven other counties in the
AC service area. Texas defines the service area for
community colleges in the state. We have international
students attending our colleges, and we also provide dual
credit courses to high school students. The DSO primary
customers are the five community colleges and the students at
these colleges. We serve all students indirectly through
support of the colleges, but some DSO personnel provide
services and training directly to students. While these
employees do not report to the colleges, they do collaborate
with them on meeting student requirements. Fig. P.1-6
outlines key customers and stakeholders and their key
requirements.
Groups
Five Alamo
community
colleges
Students of the
colleges
Accessible, accurate, timely, affordable
services
Open communication, safe
environment, personal and
Employees
professional growth opportunities,
effective leadership
Business/industry
Timely, demand-driven training and
groups
services
Timely, demand-driven services
including articulation agreements, dual
P-16 entities
credit agreements, alignment of
curriculum
Stakeholders
Efficient and effective operations, legal
Board of Trustees
compliance
Graduates contribute to society and
Community
community; economic dev.; accessible
and affordable education and training
Figure P.1-6 Customer/Stakeholders and Requirements
Regulator
Financial and Controls
Regulatory
GASB, IRS, TRS, ERS, FPIA,
Single Audit, various federal and
state grantor agencies; THECB
Student Financial Aid
Federal Human
Resources
Regulatory Issues
DOE
US DOL, EEOC, FCC Fair Credit
Reporting,
Immigration and Customs
Enforcement, Office of Contract
Compliance
Fire Safety
US Office of Special
Counsel
(Whistleblower
Protection Act)
NFPA
US Office of Special Counsel
Texas Human
Resources
Regulatory Issues
Texas Workforce Commission,
Attorney General, Department of
Insurance, Health & Safety Code
Environmental
(Environmental
Quality)
Local Building Codes
Curriculum approval
Program approval
State reporting
TX Environmental
Quality Commission
Requirements
Customers
Efficient, accurate and timely services
to support operations
P.1b(3) Suppliers and Partners
Key suppliers are those that provide efficient and/or oneof-a-kind services to DSO and reduce costs as part of AC’s
competitive position as a low-cost, open access higher
education institution.
Partners are those organizations with whom we have legal
relationships for collaborative projects or provision of
services. Collaborators are those organizations and
individuals who work with us in developing innovative
strategies to enhance the education of students throughout
City Code Compliance
Texas Higher Education
Coordinating Board
Accreditation
Southern Association of Colleges
requirements
and Schools
Figure P.1-5 Regulatory Compliance
iii
Organizational Profile
their education lifecycle. Our key suppliers, partners, and
collaborators, their roles, and our key mechanisms of
Types
communication with them and supply-chain requirements are
shown in Fig. P.1-7.
Methods of communication or
Supply-Chain Requirements
managing relationships
Role in the Work System
Suppliers
1. IT Hardware
Major computer provider
2. Office Depot
Office supplies—online and walk-ins
3. IT Software
Operational and student applications
4. State Contracts of
Vendors
5. Financial Institutions
Advantage of college purchasing
from pooled providers
Checking, payroll, investments,
merchant and e-commerce
6. Architects and
contractors
Partners
1. Community-based
Organizations
Buildings and renovations
Email, meetings, contracts, Cost effectiveness, timeliness,
phone
to work with variety of users
Provide services to our students
2. Outsourced student
support - food, contact
center, bookstore, SFA
verification,
3. Outsourced
Operations support –
print shop, mail,
grounds, housekeeping
4. Texas Higher
Education Coordinating
Board (THECB)
Email, publications,
meetings, phone, surveys,
committees
Email, meetings, phone,
single POC, committees,
user groups
Providers to students—books,
other instructional supplies, food
services, call center, SFA Pell grant
verification services
Maintains facilities for students and
Email, meetings, phone,
employees; and provide copy and mail single POC, committees
services for employees
Timeliness, quality product,
flexibility, cost effectiveness
Works with Legislature, Governor, AC Email, POC, committees,
and other higher education entities to directives, reports
meet the State’s higher education plan
Accurate and timely reporting;
compliance with directives and
policy
5. National Student
Clearinghouse
Education verification (degrees and
certificates) and student outcomes
research.
Email, reporting, phone
Accurate and timely reporting
Collaboration to serve students in
higher education
Email, meetings, phone,
committees, state-wide
groups
Email, meetings, phone,
surveys, individual
feedback, committees
Partnerships to serve students,
timeliness, flexibility
Meetings, Email, phone,
committees
AC is in a state of readiness to
design and implement
workforce training for local
business/industry groups.
Collaborators
1. Other higher
education
institutions
2. P-16 institutions and
the Texas Education
Association
3. Texas Workforce
Commission
Email, contracts, meetings
Collaboration on creating a collegegoing culture and prepare students
for transition from one level to next
Collaborates on grant funding for
workforce development in Bexar
County
Cost effectiveness, timeliness,
quality product, warranty
Email purchase orders
Cost effectiveness, timeliness,
flexibility, quality product
Email, contracts, meetings, Timeliness, flexibility, quality
single point of contact
product, support, training
Contracts, single point of
Cost effective, quality, range
contact
of products, warranty
Email, meetings, contracts, Cost effective, timely, quality
phone
Timeliness, quality programs
and services, flexibility
Timeliness, quality product,
flexibility, cost effectiveness
Partnerships to serve students,
timeliness, flexibility, quality
product
Figure P.1-7 Suppliers, Partners, and Collaborators
P.2 ORGANIZATIONAL SITUATION
P.2a Competitive Environment
P.2a(1) Competitive Position
There is no direct competition for the services provided to
the colleges by DSO as the administrative and serviceprovider entity of the AC. The colleges use HR, purchasing,
security, ITS and other DSO-provided services and cannot
contract for any of these those services outside of DSO.
Considering its core competencies, DSO periodically assesses
the cost-benefit of outsourcing non-core functions and
redeploying internal resources to other priorities. The
performance of DSO products and services directly impacts
the competitiveness of our colleges. The colleges’ primary
competitors are the various four-year institutions in the area,
including the public University of Texas at San Antonio
(UTSA), Texas A&M University at San Antonio (TAMUSA),
four private universities, various proprietary institutions, and
online educational providers such as Kaplan, DeVry, and
University of Phoenix. Our colleges are more competitive
iv
Organizational Profile
than these institutions in terms of availability, access, cost,
class size, and comprehensive student support.
P.2a(2) Competitiveness Changes
Changes in the market affecting the competitive success
of the colleges and DSO include fluctuations in the economy
and unemployment rates. AC and other community colleges
generally see increasing enrollment when the economy
worsens. Other changes include competition in online
instruction, decreased state education funding, and increased
public demand for accountability (producing graduates.) A
new Budget Alignment Methodology (BAM) was
implemented to engage faculty, staff, administrators and
trustee leaders to address budget challenges, while
continually striving to improve student success. For four
consecutive years (FY11 through FY14), AC has successfully
balanced the budget without layoffs, even with significant
declines in two out of three of its revenue sources (state and
tax funding). In FY14, the BAM process has been further
refined to include tighter alignment to strategic initiatives and
a renewed focus on savings for future investments.
P.2a(3) Comparative Data
For college performance and DSO operational
performance, primary sources of comparative data come
from:
• State comparative data from the Texas Higher
Education Coordinating Board (THECB)
Accountability System, specifically in financial
accountability.
• National comparative data from surveys (e.g.,
Community College Survey of Student Engagement
(CCSSE) and PACE employee climate survey and
National Clery Safety Data.
• State comparative data from TAPE recipients,
• National competitive data from Integrated
Postsecondary Education Data System (IPEDS).
• Business Office comparative data from National
Association College University Business Offices
(NACUBO)
Other sources of academic and non-academic data come
from publications, journals, and the Internet. Through
information provided by the Texas Education Agency (TEA)
and the Public Education Information Management System
(PEIMS), we also gain input used for the market penetration
report.
P.2b Strategic Context
Our key strategic challenges and advantages are shown in
Fig. P.2-1 and Fig. 2.2-3 (within our Strategic Planning
Integration Matrix which is used to align challenges,
advantages, core competencies, and action plans to the
strategic plan).
P.2c Performance Improvement System
For five years, DSO has been committed to the principles
of quality improvement. Performance improvement is
addressed through DSO’s commitment to ongoing learning
aligned with the priorities defined in the AW. Our approach
includes Baldrige-based assessments to identify improvement
opportunities that are used as a key input to our systematic
annual strategic planning process, use of FOCUS PDCA
(Fig. 6.1-3) to ensure continuous improvement of processes,
use of measurements to learn and to inform decision-making,
and implementation of 4DX -- an execution model.
Innovation is driven through our assessment approaches and
strategic planning activities. Improvement approaches are
shown in Fig. P.2-2.
When improvement opportunities are identified in DSO
work systems, teams are assigned to address those issues
using the FOCUS PDCA approach. These teams use
multiple strategies such as swim lane flowcharting and
benchmarking to determine root causes of problems and to
identify solutions to achieve breakthrough improvement.
Strategic Challenges
1. Ensure quality and effectiveness with decreased state funding
2. College readiness of incoming students
3. Online competition
4. Public expectation of performance
Strategic Advantages
1.
Alamo Colleges reputation and community support
2.
Financial stability
3.
Regional economic development provider
4.
Board leadership and policy governance
5.
Secondary, university and business partnerships
Figure P.2-1 Strategic Challenges and Advantages
Organizational Learning - Employee development, PDCA
continuous improvement model, communication and
knowledge sharing, benchmarking, and tracking results.
Division and Unit evaluation and improvement – Unit
work groups review their performance, processes and
services to identify needed areas for improvement and
areas of best practice in an annual activity called Data Days.
Baldrige-based Assessment – DSO leadership has made
deployment of the Baldrige Criteria a top priority (Strategic
Objective III) in the growth and improvement of DSO and the
culture. OFIs are addressed with action plans. 15 DSO
leaders are on the Quality Texas Board of Examiners. Two
DSO leaders currently serve as national Baldrige examiners.
Strategic Planning - Leaders and stakeholders participate
in strategic planning to provide strategic direction via
strategic objectives, goals, and strategies and identify areas
to improve.
Use measurement and review to drive strategic
direction and operational performance - Regular review
of measures and progress provides frequent opportunity to
identify and track AC improvement efforts. Formal activities
include Data Days, 4DX accountability sessions, PVC and
BoT review of key performance indicators.
Innovation - DSO employees share their units’ approaches
to and outcomes in innovation during Data Days.
Process Management – DSO process owners manage key
processes identified within the Enterprise Process Model
(available on-site for review).
Figure P.2-2 Performance Improvement and Learning
Approaches
v
CATEGORY 1: LEADERSHIP
1.1 SENIOR LEADERSHIP
The Alamo Colleges (AC) Board of Trustees (BoT) and
senior leaders guide our organization, promote effective
shared leadership, review performance, and support
performance excellence through the three elements of the
Alamo Way (AW) policy. Our leadership system model (Fig.
1.1-1) is built on Leadership Processes, the AW, the Mission,
Vision, and Values (MVV), and with emphasis on student
and key stakeholder requirements.
1.1a Vision, Values, and Mission
1.1a(1) Vision and Values
The MVV of the organization are set as part of the
strategic planning process (SPP) in a collaborative effort led
by the chancellor, college presidents, and vice chancellors
(VCs) (PVC team) and deployed to District Support
Operations (DSO) and the five colleges. The process of
developing and refining the MVV occurs during the
stakeholder strategic planning retreat held annually with
college, DSO, and community leaders, and other key
stakeholders, including students. The current cycle of
refinement of the MVV represents our primary focus on
student success, leadership, and performance excellence which
represent the three priorities of the AW. The MVV are
reviewed during the annual strategic planning retreat detailed
in 2.1a(1) and reaffirmed annually by the BoT. The AC
Values were first established as part of the SPP in 2005. In
2009, a cross-functional team gathered feedback from all
employees to create a refined set of values. The MVV were
reviewed again in 2012 and revised in 2013. Our vision To Be
the Best in the Nation was refined in 2012 by the PVC as
recommended by the participants in the stakeholder retreat to
now read To Be the Best in the Nation in Student Success and
Performance Excellence. The mission of AC to Empower
our Diverse Communities for Success has been validated by
the SP stakeholder team for the past five years.
The MVV are systematically communicated, deployed, and
reinforced through many of the leadership communication
approaches shown in Fig. 1.1-2, and integrated into our work
systems and aligned action plans (AP). For example, minute
orders at BoT meetings are aligned with elements of MVV and
the strategic plan (SP), recorded videos of employees sharing
their favorite value are located on the AC webpage, and the
MVV appear on all employee badges. Employees select the
value that resonates with them to have on the front of the name
badge.
Senior leaders model their commitment to the six
organizational values through the following actions: 1)
Students First is exhibited by placing students at the heart of
all we do, every day. No matter the topic, the discussion
always centers on what is best for students. It was our Students
First value that drove our recent decision to add a student
trustee to our BoT. We are proud to be the first community
college in Texas to have made this decision. The AC also fully
encouraged and supported the formation of a Student District
Council comprising students from throughout the system who
provide advice to senior leaders.
Students participate in the SP retreat and are invited to
Figure 1.1-1 Alamo Colleges Leadership System
attend other functions, such as the chancellor’s Starting from
Scratch meetings. 2) Respect for All is demonstrated daily
through senior leaders’ actions. Respect for All goes beyond
valuing and treating each other well; it is also respect for
ourselves, our environment, our community, and our mission.
Respect for All also means giving everyone a voice. One
means of capturing voice is through the National Initiative for
Leadership and Institutional Effectiveness Personal
Assessment of the College Environment (NILIE PACE) survey
question regarding supervisor openness to ideas and beliefs of
all (PACE survey Q#9 AOS). 3) Community-Engaged is
demonstrated by senior leaders through their personal
involvement in working to strengthen alliances, partnerships,
and relationships with our diverse communities. Senior leaders
submit quarterly reports of volunteer and civic commitments
and participation in community organizations, including
external presentations. Senior leaders also participate on
numerous community, state, and national boards (AOS). In a
cycle of refinement in 2013, a new position, Director of
Community Partnerships, was created (1.2c(2)) by the PVC to
provide purposeful coordination of community-based outreach.
4) DSO leaders commit to the value of Collaboration by
creating cross-college teams, community partnerships, and
cross-DSO teams to improve processes and enhance services to
key stakeholders. For example, cross functional teams are
evident in many of the FOCUS PDCA activities (see 6.1)
across the AC. Part of the FOCUS PDCA process always asks
the process owner, “who else should be at the table as we work
to improve this process?” 5) Can-Do Spirit is modeled by
senior leaders in their willingness to think outside of the box.
For example, in seeking ways to improve student success
metrics, the PVC adopted the Four Disciplines of Execution
(4DX) approach to increasing graduation rates (Fig. 7.1-9)
Units from across the DSO have adopted this methodology to
report on a weekly basis how each unit is accomplishing its
Wildly Important Goal (WIG) through the execution of a lead
measure. 6) Senior leaders are committed to Data-Informed
decision-making in the following ways: Key measures are the
use of APs, a high- level organizational scorecard, drill-down
1
Communication Approach
What is Communicated
1-2 Way
Audience
Strategic Planning Meetings
MVV, environmental issues, decisions and reasons, organizational
performance
2
Planning
Team
Employee Development Day
MVV, strategic and annual directions, values, recognition,
development, input for improvement
2
All
College and DSO Town Hall Meetings (5 x
year)
MVV, strategic direction, key decisions, organizational
performance, gaining input
2
All
1
All
1
All
AC Family Emails
Kiosks
Key decisions, strategic direction, organization performance,
recognition
Key decisions, strategic direction, organization performance,
recognition
Web site postings (weekly)
Key decisions, strategic direction, organization performance,
recognition, news, resources, organization knowledge
1
All
BoT meeting proceedings (Monthly)
Key decisions, organizational performance information
1
All
Chancellors video blogs
Key decisions, strategic direction, organization performance,
recognition
1
All
Chancellor’s -presentations (several x
month)
MVV, key decisions, strategic direction, organization performance,
recognition
1
All
Monthly Reports and Documents
Key decisions, recognition
1
All
Chancellor’s e-Newsletter (weekly)
Key decisions, recognitions, organization performance
1
All
Announcement via phone
Key decisions
1
All
Emergency Notification System
Emergency information as needed
1
All
Key meetings and reviews
Key decisions, strategic direction, progress to plans, areas for
improvement
2
All
Colleges Catalog(s)
MVV, strategic directions, expectations, opportunities
1
All
New Employee Orientation
MVV, history, handbook and documentation, expectations,
practices
2
All
Employee Performance Evaluations
Performance and expectations, development opportunities, values
2
All
Employee Development
Organizational knowledge, recognition, values, best practices
2
All
Student District Council
Key decisions, strategic direction, gaining input,
2
Students
Policies, Procedures, Guidelines
Standards, organizational knowledge and learning, best practices
1
All
PVC Summary of Actions
Key decisions, strategic direction, weekly updates on actions taken
by PVC
1
All
Figure 1.1-2 Organizational Communication and Engagement Approaches
1.1a(2) Promoting Legal and Ethical Behavior
The PVC promotes ethical behavior through personal
actions, policies, and organizational decision-making. For
example, the actions, policies, and decisions of the senior
leaders to promote legal and ethical behavior are founded in
our value of “Respect for All” and are articulated in both our
Financial Ethics and Accountability Policy C.1.1 (AOS) and
our requirement for ethics training for all AC employees and
the BoT members (Fig. 7.4-8). The ethics policy includes
training and a process for responding to complaints
submitted through the ethics hotline (Fig. 7.4-6). Status
reports on the hotline are provided annually at BoT meetings
and each item reported is researched and addressed by a team
comprised of legal counsel, Associate Vice Chancellor
(AVC) for Human Resources (HR), and others as deemed
necessary by the specific issue. Unique to the AC is the
reporting structure that places the internal auditor as a direct
Key Performance Indicator (KPI) metrics and data
presentations. As an Achieve the Dream (AtD) Leader
College, the use of evidence to improve programs and
services is one of five principles required for an institution to
participate. An annual BoT plan provides the month-tomonth schedule of data reports. In January 2014, the AC
senior leaders launched an institutional WIG for increasing
student graduation and persistence utilizing the 4DX model.
Progress is monitored on a weekly basis by senior leaders
who are designated as 4DX “champions.” Data is collected
and analyzed weekly. In addition, DSO unit leaders
participate in a Data Days reporting activity annually which
highlights the accomplishments of the unit through the
presentation of data.
2
report to the BoT instead of the chancellor, as is the norm in
community colleges. This approach provides an additional
important level of checks and balances. In addition, senior
leaders ensure that employees and all stakeholders
understand the organization’s legal and ethical requirements
by inviting participation in the development (or update) of
organizational policy and by communicating policy updates
to the workforce. Immediately following regular BoT
meetings, the Ethics Officer emails updated policies to the
AC family. The agenda item notes what changes were made
and why; a red-lined version outlining the changes is also
available for stakeholders to view. Senior leaders support
and communicate the availability of the ethics hotline to
report violations and utilize the Ethics and Compliance
Office and the Office of Legal Affairs as internal resources
to inform ongoing decision-making to ensure that actions are
legally and ethically appropriate.
1.1a(3) Creating a Sustainable Organization
AC and DSO create a sustainable organization as
described in Fig. 1.1-3.
1.1b(1) Communication
Senior leaders use a wide variety of systematic
approaches to communicate and engage the entire
workforce as shown in Fig. 1.1-2. As shown, many of these
approaches provide opportunities for two-way
communication. For example, the chancellor’s video blog
was developed in 2011 as a way to meet the need of a more
technologically savvy student and employee population and
in an effort to reach more stakeholders. The video blogs are
a collaborative effort and are taped on a regular basis,
highlighting important, relevant topics such as new
organizational initiatives, the budget update, or legislative
issues. Focus groups were held this past year to secure
feedback from employees on how these communication
tools are perceived and received across three employee
groups – administrators/professional staff, administrative
support staff, and faculty. Senior leaders have studied the
data and provided recommendations to improve.
Senior leaders facilitate various reward and recognition
programs in order to create a focus on our customers and
students and to recognize performance excellence. They
award the Staff Council Employee of the Month
(supervisor or peer nominated) and present the award at the
monthly BoT meeting. Senior leaders also recognize
employees at the BoT meetings for outstanding
performance and exceeding expectations. A performance
excellence Pacesetter recognition was awarded in 2014 to
recognize those leaders who embrace improvement in
planning, voice of the customer (VOC), and data processes.
Recognition is also provided by senior leaders at
official functions for accomplishments such as earning
degrees and years of service. Senior leaders facilitate staff
recognition at the annual Employee Development Day
(EDD), and service recognitions are announced and
presented at the annual EDD or at the cross-college
employee Fall Convocation. To further reward and
reinforce high performance and a customer focus, the
chancellor hosts a luncheon for recipients of the National
Institute for Staff and Organization Development
Excellence Awards during the annual Conference on
Teaching and Leadership Excellence. In addition, the 25+
awardees are publically recognized at a monthly BoT
meeting.
Senior leaders also actively apply for external awards to
recognize exceptional employees, initiatives, and
departments. For example, every year an outstanding faculty
member is nominated for the Association of Community
College Trustees (ACCT) Faculty Award and an
administrator is nominated for the Texas Association of
Community Colleges (TACC) Carl M. “Cheesie” Nelson
Administrative Leadership Award. Senior leaders host an
annual Partner of the Year recognitions for outstanding
community collaborators.
1.1b(2) Focus on Action
To create a focus on action throughout the DSO, senior
leaders utilize multiple strategies. These include setting
strategic objectives and goals for the SP (Fig. 2.1-1) and
defining specific measures and targets (Fig. 4.1-3) for
strategic and operational performance evaluation and
improvement. In 2013, the PVC held a series of retreats
around the adoption of the 4DX model, an innovative,
simple, repeatable, and proven methodology for executing
the most important strategic priorities in the midst of the
day-to-day whirlwind of activities, and adopted a WIG to
focus on over the coming year. Leaders throughout the
organization were trained to serve as coaches. Indications
are that new behaviors are taking hold across the AC to 1)
focus on the WIG and leading indicators 2) maintain visible
performance scoreboards to show progress/results and 3)
create a cadence of accountability.
Leaders manage the budget process to ensure that
improvement actions have sufficient resources (budget
retreat). Leaders compile weekly updates related to strategic
initiatives, submit these updates to the chancellor, and a
synopsis of progress is provided to the BoT every Friday.
Senior leaders provide continuous support and immediate
feedback regarding expectations and goals. Senior leaders
focus on creating and balancing value for customers and
other stakeholders in performance expectations by aligning
key measures and goals to stakeholder groups through the
strategy alignment approach (Fig. 2.2-3).
1.2 GOVERNANCE AND SOCIETAL RESPONSIBILITIES
Senior leaders are committed to the performance of
DSO with the highest level of ethics, integrity, and
accountability in accordance with AC values. To that end,
senior leaders have internal controls to manage and monitor
behavior and activities and are committed to positive
organizational citizenship within our diverse communities.
1.2a Organizational Governance
1.2a(1) Governance System
Our governance systems and internal controls ensure
accountability within DSO and with our colleges. Fig. 1.2-1
outlines key governance approaches.
1.2a(2) Performance Evaluation
Senior leader performance is evaluated annually using a
3
Performance Area
Performance
Improvement
Environment
Senior Leader Approaches to Create an Environment for Sustainability
Establishment of, and service on, various teams and committees to address issues; providing teams with prioritized
improvement initiatives and charters outlining expected results and improvements; participation in FOCUS PDCA
training; leader participation in Baldrige Examiner training; public recognition for team accomplishments; post-event
debriefs (e.g., hiring process, post-registration) to identify improvements; seeking out external competitive recognition
(AtD, TAPE, etc.) for organizational improvements; Data Days, external evaluations to obtain improvement feedback;
driving improvement initiatives through strategic and action planning, and review of student results across colleges.
Accomplishment Development and deployment of MVV and SP; budget allocated for execution of strategic initiatives; selection and tracking
of Mission and
of performance measures with targets for improvement; environmental scanning and SWOT analysis as part of SPP, linking
Strategic
strategies to budget priorities; leadership retreats for strategic planning.
Direction
Innovation and
intelligent risktaking
The SP, action plans, and Data Days encourage innovation to accomplish stretch goals; budget is set aside for related
innovation and improvement projects; encouragement of risk taking and facilitating grassroots innovations. “Starting from
Scratch” meetings are held, whereby renowned experts in our field are invited to speak on innovative ways to redesign
higher education. Other strategies that support the AC commitment to innovation include the newly appointed Innovation
Committee, the nationally recognized I-BEST program, our award winning partnership with Goodwill Industries, and our
Alamo Academies.
Performance
Leadership
Leaders act as role models/catalysts for internal and external benchmarking; leaders set goals to out-perform best-in-class.
Funding was identified to provide training in 7-Habits of Highly Effective People for all employees. To date over 2,000
employees have received training. 4DX adopted in 2014 to improve execution of strategy.
Organizational
Agility
Flexibility built into budget and action plans to change course or start new activities as fitting; environmental scanning to
identify need for course changes; process improvement focus on more efficient and effective processes to adapt as needed;
leaders monitor performance measures to identify risks.
Customer
Experience/
Customer
Engagement
Workforce
Learning
Environmental scanning, surveys, focus groups, external evaluations, benchmarking, program and service offering
assessment, and measurement tracking and sharing to gather data/information to improve the organization’s products and
services.
Leaders encourage employee development opportunities and provide time to attend training; leaders encourage and pay for
attendance at seminars and conferences; survey question about training to assess perception of the culture of learning;
ETAP and support for additional employee education; recent acquisition of a Talent Management System (Alamo Learn) for
aligning annual evaluations and professional development.
Develop/Enhance Encourage and pay for attendance at seminars and association conferences; leaders coach potential future leaders;
Personal
deployment of the AC Leadership System (for instance, various senior leaders have participated in Baldrige examiner
Leadership Skills training and the two-day Crucial Conversations training to improve communication skills);Covey’ 7 Habits; ETAP.
Succession
Planning and
Future Leader
Development
Longer-Term
Fiscal
Viability
Direct succession planning is prohibited by state policy; however, senior leaders address the need by developing leaders at
all levels, particularly through the ALAS program. Our philosophy of “A leader in every seat” is supported through purposeful
programs offered through our Organizational Learning and Talent Management unit. The AC are invited to speak on our
leadership initiatives at national conferences and showcase our best practices. Our succession planning is evidenced by our
focus on promoting from within and because of our strong leadership development, over the last few years four college vice
presidents have been hired as presidents at institutions around the country and two of our vice presidents were recently
hired to fill two presidency positions here at the AC.
The SP and budgetary 10-year forecast have emphasis on building a strong, stable foundation of resources. Due to the
significant current state budget cuts, we developed and agreed upon ideas for significant cost reduction during strategic
planning to help build longer-term financial stability.
1.1-3 Leadership Approaches to Create an Environment of Organizational Sustainability
defined process from HR. Each senior leader meets with the
chancellor, provides a written response demonstrating how
they have met goals from the previous year based on the
BoT Charges to the Chancellor (AOS) and together they
discuss and establish new goals. Development plans are
created for any areas needing improvement. The BoT
evaluates the chancellor’s performance annually based on
accomplishment of the defined BoT Charges including
system-wide strategies for improvement in operations,
academics, student retention and success, and personnel
(AOS). The BoT Charges are emailed to faculty and staff
annually and posted online. They exemplify how collective
participation and leadership drive the AW through policy
and strategic emphasis.
4
Key Approach
•
Accountability
for
management’s
actions
Fiscal
accountability
Transparency
in operations
and
Selection/
disclosure
policies
•
•
•
•
•
•
•
•
•
External and
internal audit
Independence
•
•
Protection of
stakeholder
interests
•
•
•
•
Governance Processes
Financial and process controls such as the
Schedule of Authorization’s policy holding
leaders accountable for attainment of
strategic goals.
Variety of internal and external assessments
(TAPE, AtD, etc.)
Executive performance review process
External and internal financial audits/reviews;
Financial and process controls
BoT has full visibility to performance on all
key metrics including financial
Published outcomes from Board meetings.
Posting important reports on ethics and
compliance online. e.g. the Clery Crime
report (AOS) and quarterly Ethics and
Compliance reports (AOS.)
Selection/Disclosure – Employees and BoT
are required to disclose financial holdings or
potential conflicts of interest when selected
and at all times thereafter if there is a change
in status.
External auditors are retained by DSO to
conduct annual financial, compliance and
control audits for the BoT. Results are
reported, monitored, and resolved with
information shared to DSO and college
administrators, as well as the BoT.
Internal auditors are independent of the
DSO and college operations and report to
the BoT. They have defined operating
protocols set by the Board.
Established periodic review of critical
operations and reports are reviewed and
approved by the BoT.
Student and employee grievance processes;
Regular review of DSO success metrics;
Supplier selection procedures, e.g., bidding;
Ethics Hotline
We anticipate/identify adverse impacts on society of
programs, services, and operations by tracking regulatory
issues (Fig. 1.2-2) and by proactive environmental scanning
through a variety of listening posts (Fig. 3.1-1). These
listening approaches also help DSO anticipate future issues
with our products and services. Sources for these scans
include:
• National and state education associations and groups
(e.g., League for Innovation, American Association
of Community Colleges, ACCT, TACC)
• Chambers of Commerce
• Our various advisory boards for programs
• Business and civic groups
• Public information from state and federal agencies
• Southern Association of Colleges and Schools and
other accreditation groups who notify us of changes
to standards and compliance requirements
During weekly leadership meetings, the PVC discusses
current or potential adverse impacts on society that have
been identified to further understand the implications. The
SP and aligned DSO and college plans are modified as
required to address the identified issues. As an example, in
recent years we have experienced significant reductions in
state appropriations. This has led Texas community colleges
to face enormous funding restrictions. This financial
challenge has a significant negative impact on the public
including the possibility of tax increases on Bexar County
citizens, tuition increases, and service quality deterioration.
To avoid this negative impact, AC developed a model to
address the challenge as part of its annual budget
development process. Using the Budget Alignment
Methodology (BAM), a team of 50 leaders from the DSO
and all five colleges, including staff, faculty, administrators,
and trustees, came together with an external facilitator to
tackle an $18 million gap in funding during four days of
strategic sessions. This nationally recognized model was the
impetus for changes that led to greater transparency of
documents, budget materials being designed in a more userfriendly format, and a more streamlined budget process. As
actions are modified or created to deal with potential adverse
impacts of our operations or public concern, affected parties
are involved in decision-making including suppliers,
partners, community members, kindergarten through 12th
grade (K-12), and university groups. Wherever possible,
DSO considers environmental issues as a potential adverse
impact on society and includes suppliers in the solution. For
example, we are in the third year of an initiative to reduce
our carbon footprint (report AOS). The importance of this
environmental sustainability item is reflected in our SP
scorecard (Fig. 4.1-3 – SO III, Goal E). Fig. 1.2-2 shows
areas of potential societal impact and the processes we use to
address them and attain compliance.
Our legal counsel is consulted regarding compliance, and
our internal auditor regularly brings risk assessment issues
and findings to the BoT such as those related to ongoing
construction/ facilities audits and internal financial functions.
The internal auditor conducted a needs assessment to
determine the greatest areas of risk for the AC. Financial
Figure 1.2-1 Key Aspects of Organizational Governance
The AC leadership system (Fig. 1.1-1) was first documented
in January 2010 by the PVC based on benchmarking several
Baldrige award recipients, including Boeing Aerospace
Support. To evaluate the performance of the leadership
system as a whole, the Chancellor and Vice Chancellors
(CVC) review DSO’s performance to key metrics in a high
level scorecard to identify areas where improvement might
be needed (AOS). For example, VCs submit annually a
matrix demonstrating alignment between key goals and the
BoT Charges. Through this process, progress and gaps are
easily identified. Other evaluations of DSO performance,
including this Baldrige Criteria assessment of performance
excellence, are used to identify needed improvement to the
leadership system as well. In a cycle of refinement in 2011,
the BoT conducted its first self-evaluation and, as a result of
feedback on the evaluation, committed through Policy B.3.2
to a self-evaluation every odd-numbered year. The
evaluation was conducted again in 2013. Results are used to
further improve BoT processes and address any identified
gaps. For example, as a result of a theme/issue of new BoT
members not getting up to speed fast enough, the BoT
developed a mentoring program that expedites a new BoT
member’s orientation to AC priorities.
1.2b Legal and Ethical Behavior
1.2b(1) Legal and Regulatory Behavior
5
Aid, Veteran’s Affairs, and other units with direct regulatory
issues are regularly audited by external agencies. The VC of
Academic Success monitors the Texas Higher Education
Coordinating Board (THECB) rules to ensure compliance
with State of Texas legislation and policy. Other methods of
listening and learning include those shown in Fig. 3.1-2 for
our ongoing environmental scan. The Economic and
Workforce Development (EWD) division listens and learns
from external organizations and customers in order to
manage risks and impacts resulting from adverse market
trends. For example, EWD has the organizational
responsibility to respond to the training needs of new
companies relocating or expanding in San Antonio as well as
responding to layoffs from San Antonio companies that are
downsizing or closing. Processes to manage the risks include
active listening to market developments in the area in close
coordination with economic development and workforce
development agencies locally and throughout the state. This
market intelligence is taken back to the DSO, colleges, and
EWD staff who lead development and deployment of
appropriate education and training responses offered by the
colleges.
1.2b(2) Ethical Behavior
One of our organizational values is Respect for All which
is communicated and reinforced with all employees as
described in 1.1a(1). To assure that our organization acts
accordingly, we have an Office of Ethics and Compliance to
oversee our ethics program. Through open channels of
communication, our employees, students, and community
can participate in improving the AC and help to promote a
safe and ethical work environment. Annual ethics training
reinforces the employees’ right to work in a positive
environment and their responsibility for ethical behavior. An
Ethics Hotline provides stakeholders an anonymous method
for reporting issues (Fig. 7.4-6). A systematic approach is
deployed to ensure appropriate responses to reports of ethical
violations. First, the ethics officer carefully evaluates all
reported issues. An ethics committee, comprised of the ethics
officer and representatives from HR, Alamo Colleges Police
Department, and Information Technology Services (ITS),
research and investigate the issue. Once investigated,
appropriate action, up to and including termination, is taken.
Every submission to the Ethics Hotline receives a response.
Ethics reports from the hotline are submitted to the BoT
quarterly and a full presentation is made annually. In
addition, all employees are required to complete online
ethics training annually, with completion acknowledged in
the personnel file.
We respond to breaches of ethical behavior by applying
established procedures for Progressive Discipline (HR policy
D.9.1) Examples include: Nepotism; Conflicts of Interest;
Protection from Retaliation; Employee Complaints;
Workplace Violence; Notification of Misdemeanors;
Separation from Employment; Conduct Constituting Moral
Turpitude; and the Faculty Code of Professional Ethics.
1.2c Societal Responsibilities and Support of Key
Communities
1.2c(1) Societal Well-Being
DSO is committed to our Community-engaged value
and as such, we engage in a number of programs for
contributing to society. One approach includes the provision
of multiple community education centers, which offer
college awareness programs for adult learners. For instance,
the Westside Education and Training Center (WETC) is
located in the heart of the Edgewood community. It was
opened as an avenue for community residents to attain
entry-level occupation skills or increase technical skills to
connect to jobs or higher education opportunities. The City
of San Antonio, Edgewood Independent School District
(ISD), the AC and numerous community representatives are
working together to bring this workforce specialty center to
the community. The WETC provides short-term workforce
training programs, technical skill assessment, advising,
career exploration and job search assistance, among other
services.
The Strategic Planning and Performance Excellence
(SPPE) unit conducts environmental scans and makes them
available weekly to leaders across the AC. Scans are related
to industry trends and local demographics (including
unemployment, limited English proficiency, dropout rates,
and poverty) to inform our societal contribution decisions in
areas of greatest need. The research drives responsiveness to
the needs of the community, including the impact of layoffs
and closing or relocating businesses.
As part of the institution’s commitment to improving the
environment, the BoT approved an environmental
sustainability policy based on national best practices. AC
Policy B10.1 and Procedure B10.1.1, Environmental
Sustainability, identify seven areas of concentration to
address environmental sustainability concerns:
Sustainability Literacy; Energy; Air Quality; Waste
Management; Water; Facility Maintenance, Renovation and
Construction; and Purchasing. The policy and procedures
identify methods and standards, performance measures, and
goals for each of those seven areas for promoting
environmental sustainability system-wide (Figs. 7.1-9 and
7.4-10). A cross-college Environmental Sustainability
Council was also established and they are credited with
bringing greater awareness to internal programs, such as
recycling, and external efforts, such as collaborating with
the Sierra Club and working to garner support for the City
of San Antonio’s campaign to ban plastic bags.
1.2c(2) Community Support
Each year we identify the high-impact areas of focus that
we will support with our time, resources, and employee
giving campaign. As such, we continue to support the areas
of underprivileged San Antonio citizens, business and
industry associations, community education [see
1.2c(1)],and the broader education community in Bexar
County. Through our AC Employees Giving Back campaign,
we support our community through the United Way
Combined Campaign, AC Foundation (Scholarships), and
The Fund (San Antonio arts organization).
6
Issue
Financial and Controls
Regulatory
Regulator
GASB, External
Auditor
Measures
Significant audit findings
Targets
100%
compliance
Process to Address
Requirements
Effective business practices
Federal Regulations
Federal Human Resources
Regulatory Issues (e.g., FLSA,
Uniformed Service and Veterans
Employment,
COBRA, Fair Labor Standards, Patient
Protection & Affordable Care, Title VII,
Equal and Fair Pay Acts, ADA, Title VII
Civil Rights, Various AntiDiscrimination, Sexual Harassment,
Employment Eligibility Verification,
Diversity/ Affirmative Action)
FERPA
HIPPA
Drug free Workplace Act
Title IX
US DOL,
EEOC, FCC
Fair Credit
Reporting,
Immigration
and
Customs
Enforceme
nt, Office of
Contract
Compliance
US DOE
Complaints, Correct paychecks,
Restoration of covered
employees, Timely Notification,
Training, Requests for service,
Compensation analysis,
Employment records,
Correct paperwork (I-9,
immigration and work
authorizations, Violations,
participation rate,
retirements, claims vs.
contributions, Representation &
distribution of minority groups
in the workforce)
100%
compliance,
100%
complian
ce to
plan
Fire Safety
NFPA
Code compliance
100%
compliance
Payroll,
Compensation
Review, Leave,
Employment,
Benefits, Nondiscrim
inatory Policies and
Procedures,
Awareness,
Investigations,
Employment,
Records, Review of
IC Requests,
TPA Services, Benefits
Plan Administration,
Diversity Planning
Process
Facilities Work Orders
(Electrical, building, etc.)
US Office of Special Counsel
(Whistleblower Protection Act)
US Office of
Special
Counsel
Filings, Violations
100%
compliance
Employee Complaint
Process
Texas Human Resources
Regulatory Issues (e.g.,
Unemployment Comp, Labor Code,
Employment Reporting, Open
Records Grievances, Const. Rights,
Workers Comp, Occupational Health,
Health and Safety –
504 Disability Act
Texas
Workforce
Commission,
Attorney
General,
Department of
Insurance,
Health &
Safety Code
Unemployment reimbursement
cost, training, complaints,
timely reporting, response,
grievances, due process,
claim coverage, permits,
leave use. workplace
incidents
100%
compliance,
zero
incidents
Environmental (Environmental
Quality)
TX Environ.
Quality Comm.
Testing / Compliance / Permits
100%
compliance
Separation and
unemployment insurance
response, policy,
investigation, payroll,
new hires, open records
request, complaints,
pers. actions, workplace
injury process, facilities
work orders, awareness
and EAP
Facilities, Waste Disposal
State of Texas Regulations
Figure 1.2-2 Regulatory Environment
The annual AC Employees Giving Back campaign allows
employees to support the organization or scholarship of their
choice. Senior leaders promote the campaign and set an
example by giving at the leadership level. Through a targeted
campaign, employee participation has increased every year,
reaching $213,370 in 2013 (Fig. 7.4-9). Over the past two
years, our Staff Council has held a fundraiser during San
Antonio’s Fiesta celebration that supports the American
Cancer Society which has become their signature cause with
great employee participation and success.
We participate in supporting our communities through our
broad involvement in business and community organizations
such as the chambers of commerce, the Greater Bexar P-16
Council, Alamo Workforce Council, and other community
organizations. Our rural and urban centers partner with the
local communities to provide local access to college. Our
support of community education is described in 1.2c(1).
Senior leaders also serve on local boards, such as United Way
of San Antonio and Bexar County (AOS).
To support the broader education community, we
participate in a number of best-practice organizations for
education such as the Quality Texas Foundation, AtD, the
TACC, the American Association of Community Colleges,
and the American ACCT, the TACC Trustees Association of
Governing Boards, and Continuous Quality Improvement
Network.
To further support and strengthen our key communities, in
2013 the AC created a new position, Director of Community
Partnerships. Since then, quarterly partnership dinners have
been held and over the course of a year, superintendents and
school board members representing over 28 ISDs and charter
schools have participated in planning sessions with our
leadership. At the dinner, ten priority partnership strategies
were identified by the K-12 sector leaders which have driven
the focus of subsequent meetings.
An additional example of community support is the Dual
Credit Program. Dual credit is a program that allows high
school students to enroll in college courses for credit prior to
high school graduation. College credits earned through dual
credit can be applied toward high school and college
graduation and can be transferred to other colleges or
universities. Students may select from a variety of courses.
Tuition is waived for this popular program (Fig. 7.4-12).
7
CATEGORY 2: STRATEGIC PLANNING
2.1 STRATEGY DEVELOPMENT
2.1a Strategy Development Process
2.1a(1) Strategic Planning Process
We conduct systematic, iterative strategic planning every
year to ensure SPP improvement and the making of informed
decisions. Our SPP helps provide direction and sets the priorities
for the five DSO divisions and the five colleges. The high-level
activities that occur each year as part of our ongoing SPP are
depicted in Fig. 2.1-1. The SPP includes the following strategic
planning activities:
1) We review and reaffirm our MVV each year to ensure
continued alignment and relevance in our direction setting.
2) Throughout the year we conduct environmental scanning,
post new findings on the website, and electronically distribute
the information to all DSO and college leaders. Areas covered
by the scan are shown in Fig. 2.1-2. In preparation for the annual
AC stakeholders’ strategic planning retreat, we synthesize the
most relevant environmental issues and priorities impacting the
AC. We share conclusions from these analyses and other
information from the environmental scans with retreat
participants who review these materials prior to the retreat to
enable “fact-based” planning.
3) Using environmental scan data and information and
feedback from our stakeholders, we conduct SWOT analysis and
collect information on strategic priorities and competitive
factors. The resulting SWOT analysis report is forwarded in
advance to participants of the stakeholders’ strategic planning
retreat and posted on the webpage for public consumption.
4) During the AC stakeholders’ strategic planning retreat
held in February, we identify priorities and strategies in support
of our short- and long-term goals (Fig. 2.2-3). Stakeholders
identify needs/priorities/strategies and provide their voice for
setting the organization’s direction. Attendees of the retreat
include DSO workforce (chancellor, VCs, AVCs, directors,
staff, and other leaders); key DSO customers, including college
presidents, vice presidents (VPs), leaders of the faculty and staff
senate/councils, and representatives of faculty and staff; student
representatives, including leaders of student government;
community members such as members of advisory councils and
key workforce customers. We engage suppliers, partners, and
other stakeholders in planning through continuous interaction
with VCs, and supervisors. For example, GCA, one of our key
suppliers, works closely with the Facilities unit on the
improvement of housekeeping services and ground operations
through regular communication between the AVC for facilities
and the vendor. Additional input from the community is
evidenced in a recent initiative to create leadership competencies
for AC students. We hosted a community meeting with the
mayor and key business leaders to define the competencies
identified by business and industry leaders as essential for a
skilled workforce. During the retreat, participants use the SWOT
analysis and the strategic opportunities (SO), advantages and
challenges articulated by the CVC to define our short- and
longer-term top priority strategies and actions to leverage those
opportunities and advantages and address the challenges.
5) Our core competencies (CC) are evaluated, revised, and
updated annually by the CVC during their strategic planning
retreats.
8
6) Following the stakeholders’ strategic planning retreat, the
PVC reviews the recommendations generated at this event as
well as the BoT priorities to establish or reaffirm our long-term
strategic objectives and goals, while leveraging our CC.
Subsequently, the BoT approves final recommendations for
changes to the SP. Complementing strategy development, we
perform our annual budget allocation process to support
operations and our SP. DSO and the five colleges use the output
from the strategic planning retreat and the strategic objectives
and goals to drive their own strategic planning efforts, ensuring
strategic alignment throughout the AC.
7) Each summer the DSO divisions and units and the college
presidents agree upon a set of KPIs that we use to track
performance to our goals and strategies. We identify benchmarks
for KPIs and set annual targets for performance.
8) We ensure full alignment of all DSO units (departments)
with our strategic direction by developing unit APs. These APs,
built by each of our 45 DSO units, identify unit goals, strategies,
and action items, along with KPI metrics, targets, and
benchmarks.
9) Throughout the year, we track and evaluate performance
to our KPIs, post the progress on our intranet, and share this
information with the BoT and the public. Prior to the next
planning cycle, we evaluate the entire SPP, identify potential
improvements, and implement changes. The implementation of
Data Days in December 2012 is an example of SPP review and
improvement involving all DSO units presenting their
performance accomplishments and innovation approaches to
DSO and college leaders to share best practices and promote
cycles of improvement.
The longer-term planning horizon for our SP is three years
with SP updates every year. The BoT sets this long-term
planning horizon to allow us to complete major projects, while
still providing a viewpoint that allows us to proactively identify
emerging opportunities and address threats. The SP goals
represent our long-term plans, and our DSO unit APs provide
our short-term (annual) plans and targets.
Figure 2.1-1 Strategic Planning Process
The thoroughness of our SPP and performance reviews
contributes to organizational efficiency and sustainability, one of
our CC, and operational flexibility. Regular analysis of
performance and availability of resources allow our senior
leaders to make data-informed decisions to address
environmental conditions and meet the established and
unexpected needs of customers and other stakeholders in a
timely manner. Leadership’s approaches to ensure organizational
agility include flexibility built into the budget to change course
or start new activities as fitting; continuous environmental
scanning to identify needs for course changes; process
improvement focus for more efficient and effective processes to
adapt as needed; and monitoring performance measures to
identify needs and risks.
centered leadership competencies for employees and students,
and continuous performance improvement throughout the
organization. Additional innovation examples include the
adoption of 4DX as a tool for focused goal execution; the
implementation of a new BAM; the in-house development of an
interactive Jeopardy-like game as a team-based learning tool to
disseminate the AW and other initiatives; and the creation of
AlamoENROLL and MyMAP by consolidating and adapting
best and promising student support/success practices from
leading colleges across the nation. In 2012, the AC received the
prestigious Bellwether Award from the Community Colleges
Environmental
Content
Sources
Scan Area
Futures Assembly recognizing our outstanding and innovative
Student demographic shifts; community Census; student
Budget Alignment Methodology (BAM) (AOS). At the
Demographic
demographic shifts; educational
census;
operational level, DSO units are encouraged to discuss and
Trends
attainment; migration patterns;
Industry news;
determine approaches for innovation by focusing on their
assessment of social and cultural
open literature
changes
customers’ requirements, continuously monitoring changes in
Early indications of risks and shifts in
Industry sources;
the environment, and participating in FOCUS–PDCA training.
educational programs and offerings;
THECB;
changes in student and stakeholder
benchmarking;
DSO’s innovation approaches and results are shared publicly at
Educational and
needs and preferences for educational
open literature;
our annual Data Days event.
Student Trends
services and concentrations; trends and internal surveys of
innovation in teaching and learning
By being aware of trends and changes in the environment
students & other
approaches
stakeholders’
through
continuous environmental scanning, DSO leaders
needs
identify
SO, including those for innovative business growth and
Industry trends; industry performance
News; state
results; labor demand and supply;
agencies’
quality and customer satisfaction improvement. SO and
employment and employer changes and releases;
Economic Trends
priorities are also identified and studied by stakeholders through
trends; economic impact of AC on the
workforce survey
region; salary/benefits analysis;
assessments;
our annual SWOT analysis. To determine which SO are
economic conditions and forecasts
open literature
intelligent
risks worth pursuing, senior leaders analyze
Early indications of risks and shifts in
News; open
opportunities recommended by stakeholders in the SWOT
state and federal funding; Assessment
literature; state
of trends and factors affecting the
and local
analysis report (AOL), and trends/changes identified through our
Fiscal Trends
sustainability of the organization;
agencies
continuous environmental scanning process to make fact-based
evaluation of financial and other
resources to accomplish the SP
decisions. These decisions are announced to the AC community
Indications and forecasts of technology
IT industry news;
following weekly senior leadership meetings. Our key SO
risks/shifts; impact of technology
education
Technological
include addressing workforce needs (capitalize on workforce
developments on education and the
industry news
Trends
financial stability and sustainability of
demands for emerging industry programs, trained/ skilled
the organization
workers by existing and incoming industries/companies);
Emerging city, state, & national political
News
Political Trends
issues and regulatory requirements
establishing articulation agreements with four-year institutions;
Early indications of risks associated with Industry news;
leverage technology (to meet demand for new technologies;
Legislative and
the Legislature and the regulatory
information from
distance education; etc.); address annexation leading to
Regulatory Trends
environment
regulators;
personal contacts
increased enrollment and revenue; and strengthening our
Risks associated with competition;
News; THECB;
partnerships and the exchange of data and information with our
Peer Institutions
performance monitoring of peer
database
and Competition
institutions
searches;
feeder/receiving schools, suppliers, partners, and collaborators.
benchmarking
2.1a(3) Strategy Considerations
Emerging trends in HR; satisfaction and News; open
One of our strengths in planning is the selection, collection,
engagement trends and strategies;
literature;
Employee Focus
benchmarking
issues and lessons in hiring, retention,
and
sharing of ongoing environmental information by SPPE and
succession, and professional
collaborators. The environmental scan is an ongoing activity that
development
includes external input as well as input collected from all
2.1-2 Key Inputs to Strategy Development
stakeholders about areas of potential impact to us. This
2.1a(2) Innovation
information is highlighted and posted/linked daily on the SPPE
Reflecting two of our CC (Innovative technology and
webpage. Information containing trends, shifts, needs, and risks
Driving adoption of innovative practices) and a constant inquiry are categorized and posted. Complementary supporting
into customer requirements, DSO leaders emphasize innovation information is posted in a “supplemental reading” section and an
in the achievement of our three strategic objectives and the
“interesting websites” section. In a cycle of improvement, SPPE
implementation of our APs. To support our business model, we
now “pushes” environmental scan information to senior leaders
encourage innovation in two areas: in-house development of
and other decision makers through emails containing scan
novel approaches and adoption/adaptation of external
highlights sent several times a week. To supplement the
approaches. This helps us stay current with services/programs
environmental scan, prior to the stakeholders’ strategic planning
and sustain the business through growth in new technologies and retreat, we gather input from all AC stakeholders through an
introduction of new or modified methodologies while meeting
online survey of our strengths, weaknesses, opportunities, and
our customers’ needs in a changing environment. Our innovation threats along with the identification of priorities and competitive
approaches in the current SP include the deployment of the AW, factors. Issues and actions identified through this SWOT
our policy started in 2011 to foster student success, principleanalysis survey and environmental scanning are evaluated,
9
reviewed, and prioritized by stakeholders during the strategic
planning retreat and with the PVC and CVC during follow-up
planning activities.
Strategic challenges (SC) and strategic advantages (SA) are
identified by the CVC during PVC and CVC strategic planning
retreats through prioritization of key SWOT elements and
discussions based on environmental information. This helps us
to continuously improve key planning inputs as new sources and
types of information are identified that can help provide insight
into previously unknown issues and effectively support our
organizational sustainability. For example, when we anticipated
that state funding was to be cut, senior leaders created 25 budget
strategies and a BAM as a key input to planning and budgeting.
Guided by the Baldrige Criteria for Performance Excellence
(in support of our third strategic objective), DSO collects and
analyzes relevant data/information to anticipate and avoid blind
spots in our SPP. To identify any potential blind spots during
strategy development, we remain informed of potential threats
and challenges through our daily environmental scan. In
addition, ongoing interaction with and input from all of our key
stakeholders assures that we remain current in areas of greatest
risk to the organization. In weekly meetings, the chancellor,
VCs, college presidents, and other leaders discuss potential
organizational threats and weaknesses and identify opportunities
for improvement. The chancellor shares this information with
the BoT. This information helps the BoT members determine
priorities for the organization as well as provides input to their
annual charge to the chancellor (AOS).
We systematically ensure that the SPP addresses our ability
to execute the SP. For key strategic initiatives, we form multidisciplinary teams who ensure allocation of adequate human and
other resources to projects to ensure their successful execution.
Each of these teams includes members of the PVC who review
and approve the plans to ensure resources are available. They
also ensure we can execute the SP by 1) providing specific
leadership for each AP, 2) aligning assignment of APs to areas
with similar duties, and 3) having a tiered system of reviews at
the supervisor, leadership, and PVC levels for accountability and
modification as needed (see Item 4.2).
2.1a(4) Work Systems and Core Competencies
The DSO work systems provide the structure for the AC to
deploy strategies, APs, and measures. As shown in Fig. 6.1-1,
the DSO’s key work systems include Leadership, Connection
and Entry, Instruction and Progress, Completion, ITS, HR,
Financial Services, Facilities and Construction Management, and
Environmental Health, Safety, and Security.
The DSO work system philosophy centers on collaboration,
efficiency, and effectiveness. The organizational MVV provide
focus for our work systems. We expect and plan our work
systems to support our strategic objectives of student success,
principle-centered leadership, and performance excellence in
service to the five colleges and other key stakeholders. Work
systems are developed around the senior leadership systems,
student systems, and DSO support systems. In our primary role
as an internal services provider, we create work systems and
work processes that support the growing needs and offerings of
the five colleges. This customer-centered commitment requires
that we identify a significant number of work systems
comprising many discrete processes to better serve our
stakeholders. We add new work systems based on identification
10
by the PVC of the need for these systems. The PVC receives
input from college and DSO personnel as well as input from
other stakeholders through listening posts (Fig. 3.1-1). We
identify work systems as those sets of processes that begin and
end with a customer. The need for new or modified work
systems can be identified through numerous sources such as a
request from a stakeholder, a benchmarked best practice shared
by any employee, or a performance efficiency improvement
need or initiative identified by the PVC.
When the need for new services or gaps in services are
identified by stakeholders, the PVC first determines whether the
services should be provided through an existing work system. If
not, a new work system is designed by the CVC. To design work
systems, the CVC incorporates feedback from multiple
stakeholders including college presidents, suppliers, partners,
and collaborators; conducts an assessment of internal capabilities
and capacity; and evaluates past performance. Using the
information collected, the CVC then evaluates the effectiveness
of the current work system and makes appropriate changes, if
necessary. Based on comparative cost analysis and the
identification of the CC of existing and potential suppliers and
partners to ensure value creation for our customers, the PVC
decides whether to outsource the delivery of certain processes
and services. Information and measures are captured, reviewed,
and analyzed, as described in Category 4, to be used as key
inputs into the SPP to help identify the need to modify work
systems. The CVC evaluates, revises, and updates our CC every
year. The CVC identifies CC from generated ideas and
consensus around themes of competencies as well as from areas
of desired strategic direction and growth.
2.1b Strategic Objectives
2.1b(1) Key Strategic Objectives
Our three overarching strategic objectives (aligned to the
AW) and their corresponding goals (long-term plans) have been
derived from our systematic SPP. These are shown in Fig. 2.2-3.
Timetables for completion are embedded in individual action
plans. The goals represent the planned key changes to our
services, customers, markets, suppliers, and operations. These
strategic objectives form the basis of our SP.
2.1b(2) Strategic Objective Considerations
We have adapted our SP to the AW priorities (student
success, principle-centered leadership, and performance
excellence) to redouble focus on our highest priorities while
taking into consideration our CC and addressing our four SC and
five SA. Through systematic approaches, our three strategic
objectives and corresponding goals achieve the following:
• Leverage CC and SO. Our CC are aligned to our SO for
innovation in products, operations, and business model inform
our selection of strategic goals. Execution of our APs
demonstrates an effective leverage of our CC and SO. Fig. 2.2-3
demonstrates how we leverage our CC.
• Address SC and SA. We analyze the various inputs captured
through our environmental scan to update our SC and SA. We
ensure that these are addressed every year as we define or
reaffirm our strategic objectives, goals, and key APs. Linkages
are shown in Fig. 2.2-3.
• Balance short and longer terms. Strategic objectives are
supported by longer- and short-term strategic goals which guide
us in creating APs to pursue SO, using SA to mitigate SC. For
example, when considering a large manufacturing facility in San
Antonio, Toyota expressed a concern that a workforce pool did
not exist in the area. In response to this challenge, AC used a
$12 million grant investment from the Texas Workforce
Commission to implement manufacturing training programs that
met Toyota International Production Standards. We established
Advanced Manufacturing Training Programs at two of our
colleges while hiring over 15 adjunct faculty members
trained/certified by Toyota. All 2,000 employees hired by
Toyota completed an average of 120 hours of training. This
made Toyota adopt a positive perspective about workforce
availability in the area and use the AC team as a key member of
their Economic Development Business Recruiting team.
• Consider the needs of key stakeholders. By re-evaluating our
strategic objectives, goals, and APs annually, and through
routine monitoring and evaluation of AP progress, we consider
and balance the needs of our key stakeholders and respond/adapt
to both evolving and sudden shifts in our environment.
Additionally, continuous environmental scanning provides data
and information to identify stakeholder issues and allow our
leaders to innovate and make timely course corrections.
2.2 STRATEGY IMPLEMENTATION
We implement our strategy using an integrated planning
model (Fig. 2.2-1) adapted from The Executive Guide to
Strategic Planning by Patrick E. Below and Associates. This
model enables organizational communication and integration by
relating strategic planning to operational planning and
performance (results) management.
Figure 2.2-1 Integrated Planning Model
2.2a Action Plan Development and Deployment
Sample longer-term APs are shown in Fig. 2.2-3. Labeled as
“goals” in the SP these longer-term plans are further broken into
short-term APs by each of our 45 DSO units. Some of the more
important team-based short-term APs are shown in Fig. 2.2-3.
2.2a(1) Action Plan Development
Annual APs are developed at each DSO unit to execute and
achieve unit goals in the short term and support implementation
of our longer-term plans. In coordination with division leaders,
SPPE personnel coach unit leaders and their teams on how to
complete SIPOC forms to identify suppliers, inputs, processes,
11
outputs, customers and their requirements, opportunity for
improvement (OFIs), measures of success, and unit targets.
SIPOC information is subsequently used to inform and complete
the unit AP. APs include unit goals and strategies to be executed
in alignment with the SP. Measures and their targets are defined
for each strategy. Action items (activities and tasks), responsible
team members, required resources, and timelines for execution
are also included in APs. Units that share responsibilities also
develop APs to coordinate their cross-functional actions
efficiently. SPPE personnel ensure that all DSO units complete
their APs before the start of each fiscal year. SPPE manages
Weave, a cloud-based strategic/action planning application used
by DSO units to create/post APs, align them to the SP, input
implementation progress and data, and ensure coordination,
sharing, and reporting across DSO. A matrix of linked SIPOC
forms, short-term APs, and unit key metrics is posted in our
Alamo Share intranet for all unit leaders and administrators to
monitor and share. The goals identified under each strategic
objective in our SP represent our key longer-term plans. Samples
of our short-term annual APs aligned with those goals and
strategic objectives are shown in Fig. 2.2-3. AP results are
included in Fig 7.4-13.
2.2a(2) Action Plan Implementation
Once APs are developed, DSO leaders deploy them to
employees through unit team meetings or other communication
approaches. APs are updated with action item progress data and
information or modified during the year. In a cycle of learning,
an innovation to facilitate execution of APs related to high-level
WIGs has been adopted (4DX) focusing on training of PVC
members and DSO/college unit leaders to prioritize goals,
leverage leading measures, maintain public performance
scoreboards, and hold accountability meetings. Where
appropriate, suppliers and other stakeholders are included in the
AP process to ensure their capabilities are incorporated and
commitment is understood.
2.2a(3) Resource Allocation
Our annual budgeting process is the systematic approach we
use to ensure that appropriate financial and other resources are
available to support implementation of APs. We assure that the
key outcomes of APs are sustained by assessing the return on
investment of our APs and by incorporating changes into actual
processes, which, in turn, assures ongoing resource commitment.
This process takes into account the needs for current obligations
and operations along with any additional resources required to
accomplish planned improvement activities through APs. The
operating expense budget calculates budget allocations by
function (instruction, academic support, student services,
institutional support and operation and maintenance) using a
standard workload allocation formula (Fig. 2.2-2).
A financial viability paradigm shift was to change how DSO
and the colleges operate at the administrative, operational,
academic, and student support levels. Starting in FY 2010, AC
faced a significant financial challenge: 28% enrollment growth
during a four-year period, construction of 1 million sq. ft. of new
facilities including a new college, and 23% less in state funding.
With 80% of the budget tied up in employee costs and a goal of
avoiding layoffs, we needed to engage the workforce to reshape
operations and balance a $30 million budget gap in FY11and
FY12. An innovative BAM was implemented to continually
engage faculty, staff, administrators, and the BoT to address
budget challenges, while striving to improve student success
(our first strategic objective). The BAM cycle involves (1)
Identify and Communicate the Challenge Early (2) Align Budget
Allocation to Strategies (3) Project Management – how do we
get the initiatives implemented and make them stick? (4)
Continuous Improvement Cycles. The BAM has been further
refined to include a tighter alignment to our strategic initiatives
and a renewed focus on savings for future investments. For four
consecutive years we successfully balanced the budget, even
under decline in two of our three sources of revenue (state and
tax funding). As the budget crisis is expected to continue, the
BAM has been established as a continuous cycle to manage
financial risks and ensure our financial viability.
WIG; project management proficiency for project teams, and
Crucial Conversations/accountability development. Workforce
capacity analysis is conducted annually to identify over- and
under-needed staffing levels, based on budgeted workloads and
established staffing metrics that are monitored in the monthly
staffing ratio reports. Staffing adjustment strategies, such as
retirement incentives and reorganization, are then improved and
incorporated into the People Plan. Individual and team capacity
and capability development needs are identified annually
through need assessment surveys and the performance
evaluation process. Cycles of improvement in capacity
alignment are evident in the successive refinement of the
retirement incentives program design/purpose over the last three
cycles. Capacity improvements are evidenced by the most recent
retirement incentives plan priority to realign staff to the WIG,
rather than reduce total full-time equivalent (FTE) among
employees.
2.2a(5) Performance Measures
Each DSO unit has established specific key metrics (unit
KPIs) to monitor progress in AP goals and strategies. Some of
our unit key metrics are included in Figs. 1.2-2 and 4.1-3. Our
key metric common to all DSO units which we use to track the
effectiveness of service and APs is customer satisfaction. Key
metrics are aligned to strategic objectives and goals in our
Strategy Alignment Matrix (AOS in Alamo Share intranet). This
matrix ensures that all key areas of the APs are measured and
have appropriate targets. The measurement system reinforces
organizational alignment and covers all key deployment areas
and stakeholder groups.
2.2a(6) Action Plan Modification
Figure 2.2-2 Resource Allocation
Because we participate in ongoing environmental analysis,
we
are
able to identify changing circumstances that could require
2.2a(4) Workforce Plans
a
shift
in
plans and rapid execution of new ones. When
To support our strategic objectives and APs, the HR/OD
significant
changes occur, the PVC reviews the situation as it
team manages a multi-year HR People Plan based on stakeholder
input to establish a framework of workforce goals and priorities. affects current plans and quickly identifies needed changes to
those plans. An example is the plan modification made to
The HR People Plan elements are organized into 7 Plan Goal
address budget shortfalls in 2009 resulting in the establishment
areas: Talent, Engagement, High Performing Teams, Learning
of strategic budget retreats with 25 strategies identified by
Organization, Culture, Stakeholder Collaboration, and HR/OD
participants to mitigate state funding losses. At the operational
Flywheel to support the People Plan vision: Best People, Best
level, when required, each DSO unit AP owner coordinates with
Practice, Best Place to Work. Support of strategies within each
its team and corresponding VC the necessary AP modifications
goal area directly aligns to the AC SP and WIG. Performance
and allocation or removal of resources to meet customer
targets are set and results are measured against pre-defined
requirements and environmental changes and accomplish the
national benchmarks drawn from the annual PACE employee
plan. The AP team or leader notifies all involved parties, internal
survey and employer workforce assessment surveys conducted
and external, through the same mechanisms used to deploy the
annually by CUPA, BLS, ASTD, DOL, SHRM and calculation
AP. Our deployment of Weave software for cloud-based
of the Net Promoter Score (NPS). To date, the HR People Plan
management
of strategic and action planning has made the
has undergone three cycles of improvement to enhance
creation
and
modification
of strategies and APs/items easier and
stakeholder input, incorporate NPS, and include benchmarking
more
integrated.
to national workforce data. Performance against targets has
2.2b Performance Projections
continuously improved over that period.
Short-term performance projections (annual AP targets) are
Impacts on our workforce and changes in workforce
capability and capacity are considered in the achievement of the made by benchmarking and working with DSO and college
officers when completing annual APs. During this process, DSO
People Plan’s Talent, High Performing Teams, and Learning
leaders also determine projections for the next three years to
Organization goals. DSO’s changing needs challenge each
ensure continuous progress. Samples of APs with short-term and
employee to become a more effective and efficient leader of
longer-term performance projections are AOS. These longerstudent success improvement. Employee and organizational
term performance projections derive from desired performance
development strategies to build workforce capabilities include
based on best-in-peer-group and best-in-state comparisons.
principle-centered leadership development (second strategic
objective) for every employee; 4DX mastery to achieve the AC
12
Strategic
Objectives
Sample Long-Term Plans (Goals)
Sample Action Plans and Results
SC
SA
CC
2
3,5
3
• AC Mobile GO Center recruitment (Fig.
7.1-2)
2
3,4,5
1,2
C. Deploy and improve the MyMAP student
experience to integrate advising, support and
academic progress.
• (Implemented by the colleges, not DSO)
2,4
3
1,2,4
D. Provide an aligned, comprehensive approach to
accelerate the completion of required AlamoPREP
and AlamoREADY to accelerate students’ progress
toward their academic and career goals.
• (Implemented by the colleges, not DSO)
1,2,4
3
1,2,4
E. Define, align, assess, and improve student
learning outcomes/competencies for all academic
and workforce programs.
• (Implemented by the colleges, not DSO)
1,4
5
1,2,4
F. Organize and deploy the Alamo INSTITUTES to
align our instructional system to labor market
demand and career pathways.
• Increase access to AC Academies (Fig.
7.1-6).
1,2,3,4
3,4,5
1,2,3,4
G. Increase performance (retention, graduation,
transfer, and job placement) of all students to
exceed the state and national average levels.
• (Implemented by the colleges, not DSO)
1,2,4
3,4,5
1,2,4
• Improvement in CCSSE and NILIE
PACE Results (Figs. 7.4-14, 7.4-15)
1,4
1,5
1,4
• Improvement in CCSSE and NILIE
PACE Results (Figs. 7.4-14, 7.4-15)
1,4
1,5
1,4
• Improvement in CCSSE and NILIE
PACE Results (Figs. 7.4-14, 7.4-15)
4
1,5
1,3
1,4
1,2,5
1,4
1,4
1
1,4
1
1,2
1
1,3,4
1,2
2
A. Leverage and strengthen engagement with P-12
partners to improve the college-readiness and
transition of students from high school to college
and to work/careers.
B. Increase overall student performance by closing
performance gaps between ethnic/racial, gender
and socioeconomic groups.
I. Student Success:
Provide academic
and student support
and align labor
market-based
pathways with a
focus on Achieving
the Dream to
achieve student
completion.
II. PrincipleCentered
Leadership: Provide
opportunities for AC
students and
employees to
develop as principlecentered leaders.
III. Performance
Excellence:
Continuously
improve our
employee, financial,
technological,
physical and other
capacities with focus
on effectiveness,
efficiency, and
agility.
A. Incorporate personal and social responsibility,
global citizenship, critical thinking, and life-long
learning as the framework of principle-centered
leadership into the culture and curriculum of the AC.
B. Promote data-informed innovation, intelligent risk
taking, and entrepreneurship with a focus on action,
value, and the future.
C. Build and foster a system that allows us to model
two-way internal communication with students and
employees to improve collaboration, teamwork, and
build trust to promote leadership.
A. Deploy to scale performance excellence
(Baldrige) approaches to ensure organizational
sustainability through use of data, continuous
improvement & efficient and effective work systems.
B. Build talent and engage employees with a focus
on collaboration, application of knowledge and
skills, and high performance teams.
• Advance College Connection program
(Fig. 7.1-8)
•
Increase TAPE overall weighted score;
4DX WIG achievement (AOS)
• Increase overall NILIE PACE climate
score (Fig. 7.3-12)
C. Ensure sound financial management with
emphasis on cost containment.
• Increase composite financial index (Fig.
7.5-7)
D. Innovate and maximize technology to support
student and employee success.
• Improve ITS key systems availability
(7.1-18)
• Ensure student satisfaction (Fig. 7.2-2)
E. Develop environmental sustainability initiatives
and processes.
• Increase energy savings (Fig. 7.4-10)
4
1
1,4
F. Improve partnerships and alliances by two-way
communication with external communities.
• Partnerships growth (MOUs and/or
contracts) (Fig. 7.5-8).
4
1,3,4,5
3
Strategic Challenges (SC): 1. Ensure quality and effectiveness with decreased funding; 2. College readiness of incoming students; 3. Online competition; 4. Increased
public expectation of performance; Strategic Advantages (SA): 1. Board leadership and policy governance; 2. Financial stability; 3. Secondary, university, and
business partnerships; 4. Regional economic development provider; 5. AC reputation and community support; Core Competencies (CC): 1. Organizational efficiency
and sustainability; 2. Innovative technology to support administrative, academic, and student support operations; 3. Partnership development and stewardship; 4.
Driving adoption of innovative practices.
Figure 2.2-3 Strategic Planning Integration
13
Communications, use Facebook as a means for two-way
communication with customers and potential customers.
DSO’s primary internal customer groups are the five
colleges. The most effective methods to capture VOC from
these primary customer groups are through the PVC weekly
meetings, the bimonthly CVC meetings, and the cross-college
leadership team structure (Fig. 3.1-2).
CATEGORY 3: CUSTOMER FOCUS
3.1 VOICE OF THE CUSTOMER
3.1a Customer Listening
3.1a(1) Listening to Current Customers
DSO has a systematic approach involving formal and
informal listening and learning methods (Fig. 3.1-1) to capture
and use the VOC. These methods address the requirements of
the colleges, students, and other stakeholder groups. To
support students who are served directly by DSO units such as
financial aid and the regional education and training centers or
indirectly such as facilities and police, DSO collaborates
closely with the colleges to gather student information and
identify college and student needs. An example is the process
for student tuition payments. When the AC transitioned to the
Banner student system in Fall 2010, student payment system
issues were identified. Using feedback from the colleges and
students, the Business Office implemented an online payment
plan in 2011 and an additional option for installment plans in
2012 to allow check, debit and credit card payments online by
students (Fig. 7-1-13). An enhancement was made in 2013 to
tighten the tuition payment schedule to open up seats during
the registration period. An additional example with a P-16
stakeholder is the annual feedback sessions held for the past
several years to gather dual credit information from the area
ISDs. In 2013, the chancellor's office began to hold quarterly
dinner sessions to strengthen the partnerships with public
schools in the service area to address Strategic Objective I –
Student Success, Goal A of the SP. Qualitative data is
collected and analyzed. The VC for EWD captures a wide
range of information from community stakeholders, responds
to the requests of business and industry, and works
collaboratively with Workforce Solutions Alamo (the regional
Texas workforce council), City of San Antonio, Bexar County,
and the State of Texas Economic Development offices. One of
the goals under Strategic Objective I is to align our
instructional system to labor market demand and career
pathways. This is accomplished by working with Workforce
Solutions Alamo area businesses to provide training for their
current and potential workers to meet industry needs
ultimately impacting economic development. To link industry
skills and hiring requirements with grant opportunities at the
state and federal level, the EWD staff assesses what
curriculum the colleges have to offer business and industry.
For example, when a new technology company in San
Antonio identified a need for training in 2012, the VC applied
for and obtained a $4.7M grant that assisted in training new
hires for that company. Almost 4,000 workers were trained,
wages for those workers increased by $22 million per year,
and this training impacted the local economy by over $2
billion. In 2013, to improve the response time for addressing
business needs, the AC added a Corporate College unit and
improved the cross-college communication process. These
examples illustrate how DSO utilizes its many listening posts
to follow up with customers and stakeholders on the quality of
services and support to drive improvements. In addition, DSO
uses social media and web technology approaches to
communicate with customers (Fig. 7.2-13). Various units,
including International Programs, SPPE, and
Listening/Learning Method
PVC Meetings (weekly)
VP/Vice Chancellor Meetings
Cross-College Councils/Team
Meetings (at least monthly)
BoT Meetings (bi-monthly)
Senior Leader Participation City, State, and Natl. Councils
Chancellor’s Communication
(ongoing)
Emails
Ad hoc cross-college teams
(ongoing)
Community Advisory Groups
Strategic Planning Meetings
Employee Development Day
College/DSO Town Hall
Meetings (5x year)
New Employee Orientation
Surveys and Focus Groups
Superintendent quarterly
dinners
Student Affairs in Higher
Education (monthly)
ISD & Home School Breakfast
(annually)
Meetings with business &
industry groups
DSO Unit Meetings
C
X
X
X
S
X
X
X
B
T
P/16
E
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Types of Stakeholders: C= 5 colleges S=students B=business and industry
T=trustees P/16=preschool – university partners E=employees
Figure 3.1-1 Listening and Learning Methods
As shown in Fig. 3.1-2, each VC leads and collaborates
with specific cross-college teams to address the major
functions for which he/she is responsible. These teams include
leaders from the colleges who share and discuss strategic
information and work with the appropriate VC to make
recommendations and decisions. As an example, the VC for
Student Success meets twice a month with the VPs of Student
Success who work at the colleges. Through specific agendas,
the team addresses colleges' needs and makes just-in-time
adjustments in processes affecting students at the colleges.
Examples include the college calendar and the semester
registration schedule. The college teams submit requests for
action at the cross-college team meetings. These decisions can
immediately impact the DSO services to the colleges. As
members of the PVC, the VCs report to the PVC many of the
discussions and decisions made by the cross-college teams.
These presentations provide a two-way communication
structure between the DSO and its primary customers, the
14
colleges. As an additional example of this type of
communication, the VC for Planning, Performance, and
Information Systems regularly meets with DSO and college
leaders from ITS who prioritize and address any technology
issues identified by the colleges. In 2012, when the colleges
expressed a need to make it easier for students to navigate the
colleges’ and DSO’s web sites and student email, the ITS team
built a portal for students to directly access email and other
information. In addition, the ITS team created the quick links
“MyPage” and “MyCourses” where students can easily find
information related to their needs (transcripts, financial aid,
degree plans, current courses, holds, dropping/adding classes,
academic profile, and personal college experience.) These
links and applications are updated and improved based on
feedback from the college teams.
3.1a(2) Listening to Potential Customers
Through frequent PVC and other key meetings and our
systematic listening/learning approaches (Fig. 3.1-1), the
chancellor, VCs, AVCs, and directors continually gather the
voice of former business and industry customers to determine
if we continue to meet their training needs. In addition, AC
leaders explore with business and industry what new
industries are coming to San Antonio and how we can meet
their anticipated needs for trained workers. As an example, the
VC for EWD is a member of the American Association of
Community Colleges 21st Century Skill Gap Committee and is
a member of several local committees including the Greater
Chamber of Commerce- Education and Workforce
Committee, Mayor’s SA Workforce Talent Pipeline
Committee, and the Board of the Hispanic Chamber of
Commerce. This VC listens to potential business customers
that are showing an interest in locating a business in the region
or to current business customers experiencing growth. He also
monitors trends and information related to high demand
occupations, local industry needs, and the labor market.
Businesses seek such information before making a decision
about growth or relocation. This makes the AC better prepared
to upgrade skills of the local workers to meet the needs of the
established as well as prospective businesses and industry.
Cross-college teams provide feedback to DSO on the
effectiveness of services and the teams work together to
improve the DSO processes. For example, the VC of Student
Success is involved in recruiting new students for the colleges
through the Mobile Go Center (MGC) (Fig. 7.1-2) , the
College Connection program (Fig. 7.1-7), Student Leadership
DSO
Rep.
VC Academic Success
VC Economic and
Workforce Development
Institute (SLI) (Fig. 7.1-8), military bases, and other means
that provide opportunities to hear from potential students,
parents, and communities . In 2012, the colleges shared
service challenges with financial aid. These challenges were
validated by student satisfaction surveys. The DSO made the
decision to move this unit to the VC for Finance and
Administration. Several necessary changes were made and
services have improved effectively since then (Fig. 7.2-3).
3.1b Determination of Customer Satisfaction and Engagement
3.1b(1) Satisfaction and Engagement
DSO determines satisfaction and engagement through a
variety of formal and informal methods. Employee satisfaction
(at the colleges) is measured in the PACE survey (7.3-12 and
full report AOS). PVC analyzes these results and prioritizes
initiatives to improve customer satisfaction during retreats. In
a cycle of refinement in 2014, stakeholders at the annual
planning retreat analyzed the PACE data and participated in
making recommendations to improve the satisfaction and
engagement of this stakeholder group. Student satisfaction
and engagement are measured through the Community
College Survey of Student Engagement (CCSSE) (Fig. 7.2-11)
and the PVC studies the results to improve student satisfaction
and engagement. The PVC reviews CCSSE results and
formulates improvement strategies during PVC strategic
planning retreats. Our college customers and other
stakeholders provide ongoing feedback about our DSO
services through many of the listening posts referenced in Fig.
3.1-1 (Fig. 7.2-1). In 2011, DSO began to identify and gather
customer satisfaction information. In 2013, as a cycle of
improvement to the process and in support of the Performance
Excellence element in the AW, each DSO unit was asked to
gather satisfaction feedback from the colleges and other
stakeholders and report on customer satisfaction measures
systematically. For example, the HR department conducts its
monthly electronic surveys to assess customers’ satisfaction
with HR accessibility, timeliness, communication, objectivity,
and user-friendliness (Figs. 7.3-25 and 7.3-26). The HR
department trends the results over time, analyzes the feedback,
defines opportunities for improvement, and takes appropriate
actions to accomplish needed improvement. HR also
administers the annual PACE survey which assesses employee
satisfaction and engagement. HR facilitates focus groups onsite at the colleges to solicit improvement feedback. In an
additional refinement of the collection of satisfaction data
collected by
VC Student Success
VC Planning, Performance,
and Information Systems
VC Finance and
Administration
Presidents, Super Senate, Staff Council
College
Rep.
TEAM
VPAS
VPSS
Student Academic
Success Team
CE Deans
Dual Credit
Workforce Deans
Discipline and
Program Leads
AP Curriculum
Council
Admissions and
Records
Military Education
Council
Workforce Program Leads
VPCS
IT Leads
Budget Officers
Institutional Research and
Planning Directors
Facilities Superintendents
Financial Aid Directors
PR Council
Figure 3.1-2 Cross-College Team Structure
15
DSO units, each of the 45 DSO units includes a question about
overall customer satisfaction in their unit survey. We call this
“the ultimate question.” It is, “Overall, how satisfied are you
with the service of this unit?” This data give the CVC a
complete picture of how satisfied the colleges are with
services provided by the DSO. It also allows them to
strategize about how to improve satisfaction. The data are
compiled just prior to Data Days and shared across the
organization. In addition, the CVC has an opportunity to act
on the data in scheduled meetings after Data Days.
The monthly BoT committee and weekly PVC meetings
are additional opportunities for the VCs to gather and share
customer satisfaction information. The ongoing meetings with
business and industry groups provide satisfaction feedback
from potential, current, and former customers. This
information is collected and analyzed by the colleges who
provide the direct services to business and industry Through
annual monitoring of SIPOC and APs, DSO units review
customer requirements and assess customer satisfaction
improvement. Satisfaction and engagement information is
reported during Data Days. During the SPP and SWOT
analysis, information is also generated from the review of data
and used to identify opportunities for improvement. In
addition to identifying process OFIs during the ongoing
engagement with college senior leaders, customer service
OFIs identified during DSO unit report-out events (Data Days
and FOCUS PDCA report-outs) are assigned to improvement
teams, unit teams, or individuals to keep our processes
responsive and current. An example is our Facilities team who
couldn't understand why customers were not completing the
computer-generated survey following the close-out of each
work order. By conducting root-cause analysis and looking at
effective communication, the assembled FOCUS PDCA team
was able to triple the response rate on the survey over the
course of a few months.
At the conclusion of each training contract provided by
DSO units from the EWD division, students and businesses
are asked to provide satisfaction feedback which is analyzed to
make improvements in curriculum and service. These units
also survey the colleges on the quality of CE enrollment and
student management support. An additional example of
capturing and learning from customer satisfaction data are the
quarterly superintendent dinners (Fig. 3.1.1) which are a
source of satisfaction feedback on P-16 partnerships. This data
is primarily qualitative and a report is prepared for PVC
review.
3.1b(2) Satisfaction Relative to Competitors
Because DSO is an internal support organization, we have
limited direct competitors for the services we offer to the
colleges and DSO units. As mentioned in 3.1b(1), we directly
serve businesses and industry through contract training that
falls outside the colleges' credit and continuing education
programs. In most instances we are the sole provider in our
service area for the training. Satisfaction information is
gathered directly from those customers.
The Texas legislature determines the service area for the
state's community colleges. Partnerships with the ISDs are
limited to the community college within the defined service
area. We gauge satisfaction with the ISDs on increased
enrollments in dual credit (Fig. 7.4-12) and expansion of the
early college high schools and academies (report AOS).
Enrollments continue to grow in regular dual credit, the
Alamo Academies, and early college high schools.
3.1b(3) Dissatisfaction
The relationship with the colleges and comprehensive
cross-college teams provide a continuing approach for
determining satisfaction and dissatisfaction among our
customers at the five colleges. Monitoring complaints and
results from surveys of the colleges’ students directly served
by DSO units provide dissatisfaction information which can
be addressed at the local level. For instance, HR collects and
analyzes employee complaint data (Figs. 7.3-13 and 7.3-16).
This information is shared with the leadership team so that
trends can be analyzed and strategies implemented to improve
dissatisfaction. Feedback from businesses on their satisfaction
and dissatisfaction with training provided by the colleges
and/or the VC of EWD is used to improve the service
provided to businesses and industry groups. Dissatisfaction is
also assessed through our Ethics Hotline system, a
comprehensive reporting tool that enables management and
employees to identify issues of fraud, theft, and violations of
laws, regulations, and AC policies or Code of Conduct. The
system includes a toll free phone number and a website for
online reporting (Fig. 7.4-6).
AC has contracted with an external vendor to provide call
center services for financial aid customers. Included in this
service is the capture of data to facilitate continuous
improvement. For instance, call center volume and the types
of complaints are being tracked. (Report is AOS.)
3.2 CUSTOMER ENGAGEMENT
3.2a Product Offerings and Customer Support
3.2a(1) Product Offerings
DSO’s primary products/services and customers are
indicated in Fig. 3.2-1. Our close association and systematic
interaction with personnel from the colleges and other service
recipients and our shared vision provide us with a unique
opportunity to engage in listening and learning forums to
identify customer and market requirements for services.
Through cross-college teams (Fig. 3.1-2), feedback from all
levels and areas of the colleges is gathered on an ongoing
basis. Units have measures and report on services to the
colleges. For example, the finance division engages its
customers by surveying them about ways finance can improve
and then provides identified training in areas requested by
customers (surveys AOS; agenda for training AOS.)
Through membership in state and national community
college organizations and review of periodicals, reports, and
email information, we identify benchmark organizations that
provide us with information on best-in-class approaches which
allow us to further evaluate and improve our approaches. We
have been a participant in the AtD initiative for the last ten
years. It currently has over 200 community college members
in 35 states focusing on increasing student success and sharing
best practices. AtD is research-and-results oriented and
provides a source of the most effective community college
strategies. To increase comparative data from peers, in 2012,
AC joined with 4 other large community colleges to establish
the Texas Completes Consortium.
16
Chancel
lor / Vice
Chancellor
Division
Primary Product/Service and
Customer Groups
Cat. 7
Figures
Chancellor
Leadership, Scholarships, Grants
/Program Funding
C, E, S, Y
Figs. 7.4-14
and 7.4-15
Academic
Success
Academic Stewardship
C, E
Fig. 7.1-9
Workforce and Economic Development
Stewardship
C, E, S, Y
Fig. 7.2-7
Marketing / Communication
C, E, S, Y
Fig. 7.2-23
Q16
Student Services Stewardship
C, S, E
Figs. 7.1-12,
7.1-11, 7.2-4
Student Leadership Preparation
C, E, S, Y
Figs. 7.1-8,
7.2-6
Information Technology Services
C, S, E
7.2-2
Institutional Research and
Effectiveness Services
C, E, Y
AOS
Strategic Planning and Performance
Excellence Support
C, E
AOS
Human Resources (HR)
C, E, S, Y
Fig. 7.3-25
Financial Services
C, E, S,Y
Fig. 7.5-7
Facilities Maintenance and Construction
C, E, S, Y
Fig. 7.4-10
Security
C, E, S, Y
Figs. 7.2-8,
7.1-10, 7.122, 7.1-23
Business Office
C, E, S
Fig. 7.1-4
Workforce and
Economic
Development
Student
Success
Planning,
Performance,
and
Information
Technology
Administration
and Finance
Student Contact Center
C, S
Fig. 7.1-21
Student Financial Aid
C, S
Figs. 7.1-4a,
7.1-4b,
7.2-3
employers (who have gone from potential customers to current
customers) about the quality of the new hires and summer
interns in order to make updates to meet industry
requirements. In 2013, again in response to identified needs in
the business community, a Heavy Equipment Academy was
created.
In 2012, the Finance area identified through discussions
with the colleges' leadership, a need to improve inventory
control processes across the AC. A FOCUS PDCA team led
by the DSO Inventory Control unit put its key processes
through cycles of improvement resulting in a significant
reduction of the time spent on the annual inventory review
process and, most importantly, a reduction in the loss of
inventory (Fig. 7.1-16).
3.2a(2) Customer Support
DSO has multiple approaches to allow the five colleges,
students, the BoT, businesses/partners, P-16 partners, and
other stakeholders to seek DSO information and customer
support and provide feedback on our service. We have regular
listening and learning mechanisms (Fig. 3.1-2) and DSO units
are continually in touch with our customers and partners
through various communication means such as face-to-face,
telephone, email, electronic media, social media, and video
conferencing. Through active and continuous communication
with partnership groups and community advisory groups, we
enable businesses and industry groups, ISDs, higher education
institutions, and the community to interact with us. Our
accessibility is reflected in our focus on our mission and
Strategic Objective of Performance Excellence (Fig. 2.2-3). In
2011, we asked DSO units to identify how they reached out to
primary customers, how they defined their customer groups,
how they determined their customers’ key support
requirements, and how they ensured that those requirements
were met through the identification of OFIs and action items
deployment. The gathered unit-based information was entered
into a SIPOC form which the units now review and update at
least once a year. These SIPOC documents inform the
development of the unit AP.
3.2a(3) Customer Segmentation
The five colleges are our primary market. DSO segments
satisfaction and other data by college. Our other markets also
include student groups directly served by some of our DSO
units (i.e. Financial Aid and the Business Office) and the
growing number of businesses and area economic
development groups being served by the VC of EWD in
partnership with Workforce Solutions Alamo. We are focused
on working with the colleges to provide easily accessible
programs and services and increase quality, satisfaction, and
engagement. As part of the SPP, we annually review market
conditions/potential and penetration in our service area
(penetration reports AOS.)
As determined by Texas legislation, we have an eightcounty service area. In recent years, we have expanded our
services across the counties. We have regional education and
training centers in different counties where we provide
services and collaborate with the colleges to offer courses and
programs. In 2012, we invited businesses, school districts,
and community leaders to forums in each county to gather
needs and expectations and to provide information on
offerings. From that feedback, we have worked with the
C = Colleges; E = Employee; S = Student, Y = Community
Figure 3.2-1 Primary Products/Services and Customers
We are sharing data on several defined success measures.
When new or improved service offerings are needed, we
follow a systematic process to design these offerings. The
opportunity for a new or modified service is generally
assigned to a VC who works with one of the three college VP
groups to design the new product or service to meet the
customer’s requirements. For example, through the listening
and learning tools referenced in Fig. 3.1-2, the VC of EWD
determined the need for additional manufacturing capabilities
for San Antonio employers through research done with the
San Antonio Manufacturing Association (SAMA). The VC
worked in partnership with the VPs of Academic Success at
the colleges that had academic programs that could address the
needs of SAMA. AC created a Manufacturing Academy that
enrolls high school students in a technical dual credit program.
This program enables high school students to earn a college
certificate with 28 college hours by the time they graduate
from high school. These students are employable upon
graduation and can continue at the colleges to complete a twoyear degree. This program annually seeks feedback from the
17
colleges to increase dual credit opportunities and to add early
college high schools to meet the needs of those market
segments (AOS). We hired a Community Partnerships director
who is focused on identifying community needs and
expectations and who works with the VCs to address the needs
with the long-term goal of bringing some of the communities
into our taxing district which will expand our customer
groups, enhance the AC's financial sustainability, and allow
lower tuition rates for students in those counties.
Through systematic environmental scanning and
continuous interaction with individuals and organizations in
our service area market, DSO monitors area institutions of
higher education, technical institutions, and other providers of
related services to identify trends and possible new customer
groups and market segments to expand DSO’s market for
service and business growth.
DSO communication mechanisms are focused on branding
the AC and ensuring the service area counties are aware of
programs across the colleges. We market our DSO services to
current and potential external business customers through the
AVC of Communications who develops the AC marketing
plan with the cross-college Public Relations (PR) Council. The
AVC works extensively with an external marketing firm on
targeted campaigns. The DSO and college websites provide
timely information on admissions/registration periods. This
AVC reports to the VC for EWD which allows for continuous
monitoring and collection of quality information on any
changes in marketing of workforce programs.
3.2b Building Customer Relationships
3.2b(1) Relationship Management
DSO grows its relationships with the colleges and
partners we serve through consistent and systematic
interaction with them and by addressing their needs as they
occur. Our SIPOC process helps DSO units identify their
customers’ current and anticipated requirements. All DSO
SIPOCs are AOS.
The action planning process, as described in 2.2,
complements the SIPOC process by identifying the specific
strategies and action items necessary to address customer
requirements. Relationships with the colleges are built
through the existing AC organizational structure requiring
active involvement in cross-college teams and participatory
activities such as meetings, trainings, and shared Baldrige
best practices and initiative efforts, all of which help increase
customer engagement, satisfaction, and retention as well as
communication and trust. To acquire and retain external
customers, DSO establishes and builds relationships with
representatives of education, businesses, industry, and the
community through activities such as the quarterly
superintendent dinners, business forums, and the academy
advisory committee. The Corporate College is expanding
external customer partners with the EWD division to
establish mutually supportive goals. The chancellor has also
formed a business CEO council to advise him on matters
pertaining to meeting their specific needs.
The Alamo Academies is one example of effective
relationship-building with external customers. This DSO unit
provides a bridge between the K-12 and post-secondary
systems, creating a path to life-long learning for the
participating high school students. The Alamo Academies
pipeline channels those students into two of our colleges in
support of the increased-graduation initiatives of the state
while supporting regional economic development efforts by
helping recruit, train, and retain college educated, qualified
employees in high-paying job areas of high demand. As
evidence of its effectiveness, the number of academies has
increased over the last several years with one new in 2012 and
another in 2013. We leverage social media to enhance
customer engagement by updating DSO information in
Instagram, Twitter, and Facebook, as explained in 4.1a(3), by
delivering messages through our Alamo Share intranet and
public web site and electronic forums, and by conducting
environmental scanning to monitor and respond to information
in external web sites, journals, and blogs.
3.2b(2) Complaint Management
The listening posts shown in Fig. 3.1-2 are used to gather
complaint information from the colleges and other customers.
One of the most effective methods for complaint management
is the DSO cross-college team structure. On a regular basis, at
various levels, the colleges provide feedback when day-to-day
or other processes are not effective. The VCs gather the
feedback during weekly PVC meetings. In addition, VCs
directly gather feedback and complaints through their direct
interaction with the colleges and the business/industry
community, and immediately respond to complaints. After the
2012 administration of the PACE survey, analysis of the data
showed that employees at the colleges were dissatisfied with
organizational communication. Significant initiatives were
developed to improve communication, including weekly
dissemination of PVC agendas and minutes to all employees
to share the topics, discussions, and decisions occurring at
PVC meetings. Town hall meetings with the chancellor and
VCs are now held every semester to engage in two-way
communication with each college. An additional refinement
this year included the facilitation of several focus groups
around the topic of internal communication. Engagement and
feedback was solicited from three groups: faculty, staff, and
administrators. Results of those focus groups were shared
with the executive team who identified additional priorities to
improve internal communication. For example, the colleges
complained that the paperwork process for hiring personnel
was inefficient and took too long to meet their needs. In
response to this concern, the AVC for HR formed an ad hoc
team that developed electronic tools and a process to enable
the colleges to complete the requirements online. This
improvement has significantly decreased the time required for
all approvals and enhanced customer satisfaction with the
process. Complaints are also collected through the Ethics
Hotline (Fig. 7.4-6). They are logged, sent to the appropriate
person/unit, investigated, and reported to the ethics officer.
They are aggregated and shared with the corresponding VC to
enable prompt resolution and improvement. HR monitors
employee complaints (Fig. 7.3-13). Student complaints are
monitored and analyzed at the colleges.
18
In Step 3, daily operational/business measures are aligned
to system-wide KPIs. In a cycle of refinement started in 2011,
SPPE coordinated the completion of SIPOC forms and the
development of annual APs aligned to organizational strategic
goals for each of the 45 DSO units. These SIPOCs define unit
goals, strategies, customer requirements, OFIs, measures of
success, and key unit metrics. This information is used to
create unit APs. Plans and processes are executed and
performance against targets is measured throughout the year.
Performance measurement focuses on daily operations at the
individual and unit levels, and it gradually shifts to overall
organizational performance at higher levels. In Step 4, results
are analyzed and information is used to inform decisions on
required actions. Analysis is also performed at every level of
the organization, with lower-level decisions focused on
corrective actions and daily operations, while higher-level
decisions are focused on strategies, resource allocation, and
overall organizational direction. APs are modified when
results are not trending as expected. DSO-wide performance is
reviewed by the CVC during Data Days and in unit meetings.
In Step 5, measures are aggregated at successively higher
levels in the organization and analysis is conducted to evaluate
overall DSO performance and identify improvement
opportunities.
CATEGORY 4: MEASUREMENT, ANALYSIS, AND
KNOWLEDGE MANAGEMENT
4.1 MEASUREMENT, ANALYSIS, AND IMPROVEMENT OF
ORGANIZATIONAL PERFORMANCE
4.1a Performance Measurement
4.1a(1) Performance Measures
The AC’s system for measuring, analyzing, and using
performance data and information is linked from strategic
planning to daily operations. In coordination with the PVC,
the DSO division of Planning, Performance, and Information
Systems (composed of the VC, SPPE, Institutional Research
and Effectiveness Services (IRES), ITS, and State Reporting)
manages the selection, collection, alignment, and integration
of data and information for tracking performance and progress
in our strategic objectives and APs. Our performance
measurement-analysis system is shown in Fig. 4.1-1. Each of
the strategic objectives and goals (Fig. 4.1-3) and our APs
(Fig. 2.2.3) has associated KPIs and corresponding
measures/metrics.
Figure 4.1-1 Performance Measurement - Analysis System
This system is designed to define responsibility and
accountability, align activities with strategies, track
performance, and use objective data as a basis for decisionmaking leading to DSO action. In Step 1, the PVC sets
direction through the SPP, (Fig. 2.1-1) and establishes and
communicates goals and strategic direction through the
Leadership System (Fig. 1.1-1). In Step 2, goals and strategies
are translated into performance measures/metrics that cascade
to all organizational levels to ensure the integration of
strategies, APs, and metrics across the organization.
Department/unit directors and managers identify efficiency
and effectiveness measures through the Measurement
Selection Process (Fig. 4.1-2).
The SPPE unit works with DSO leaders and their teams to
identify measures and to track progress on aligned DSO APs.
Annual targets are set for measures based on efficiency
(productivity, timeliness, error-reduction, cost-savings),
effectiveness (customer satisfaction), and best/promising
practices of related organizations. National and state
benchmarks are collected annually for comparisons. These
targets and benchmarks serve to both manage/improve DSO
daily operations and track strategic goal performance.
Figure 4.1-2 Measurement Selection Process
The AC Banner system has increased the depth and
breadth of information available to unit leaders to enable them
to manage daily operations via Argos reports and data blocks.
The system integrates student, finance, HR, and financial aid
data. DSO units administer surveys, manage operations, and
develop and track key metrics to monitor progress and
improvement in all selected measures.
The IRES unit gathers system-wide KPI data. DSO units
are responsible for gathering and forwarding unit performance
data. IRES also routinely collects data and produces reports
and briefs related to the AC strategic objectives and goals for
distribution to the PVC team (comprised of DSO and college
administrators and faculty) and college institutional directors
for distribution to their respective college executive teams.
DSO’s key short-term and longer-term strategic plan-based
key organizational performance measures are shown in Fig.
4.1-3. They include a composite financial indicator (Fig. 7.57) representing return on net assets, operating margin, primary
reserve, and viability ratio. In their annual action planning
process, DSO units track their unit key metrics and
19
report/discuss them internally during the summer and
externally (to senior leaders and the public) during Data Days
in early spring. Unit key metrics/measures are listed in our
Alamo Share intranet.
sources of comparative data. To ensure access to comparative
data, KPI data are provided in graphical format for easy
review and interpretation by users.
When data analysis reveals an OFI in performance
compared to benchmarks, we study/determine how the
benchmark performance is being achieved in order to drive
strategic decision making and innovation. When performance
targets are not met, APs are modified or created for driving
improvement. For example, in our annual inventory review we
found that we did not have adequate oversight of AC property.
We researched industry standards for lost or missing property
and determined that the best performing institutions had no
more than 1% loss. Leaders in inventory control identified
processes, measures of success, and performance targets,
including utilization of a national benchmark from the
American Society for Testing and Materials (ASTM) (Fig.
7.1-16), to track success and innovate solutions.
4.1a(3) Customer Data
Completing and updating SIPOC forms ensures that all our
DSO units contact key customers, collect the VOC, market
data and information, and validate customer requirements
while developing a customer-focused culture in our operations
and strategic/innovation decision making. After service
delivery, DSO units administer customer satisfaction or NPS
surveys (Fig. 7.2-1). Collected data allow unit leaders to
develop plans for customer service improvement and
innovation.
The chancellor created the Community Partnerships unit to
solicit and document all external stakeholder feedback which
is used in strategic and operational decisions made by the PVC
and taken into consideration in policy decisions and
recommendations for innovation by the BoT (Fig. 7.2-5)
DSO has resources and personnel dedicated to managing
data and information gathered through social media and
making them available for analysis and decision making by
DSO leaders (Fig. 7.2-13). On a daily basis, the Social Media
Specialist tracks the number of followers on and
communications received via Instagram, Twitter, and
Facebook. Segmented by gender and age group, the data and
information are incorporated into weekly analytical reports
and made available to leaders to support decision making.
Communications received via those social media have allowed
DSO to establish a one-on-one community-support approach,
contributing to our customer-centric culture and the value of
Community-engaged.
4.1a(4) Measurement Agility
To keep our performance measurement system current
with needs and directions, DSO performance data related to
our three strategic objectives are collected in the Fall and
Spring terms or on an annual basis while observing changing
trends that may require institutional action.
1. DSO systematically updates its measurement system as part
of the SPP through annual validation of key metrics as part of
goal flow down and the action planning process. Other
improvements are made through regular communication
between IRES personnel and DSO and college leaders to
ensure that KPIs, measures, and data definitions are relevant.
2. Center for Student Information (CSI) regularly
communicates with college customers to ensure that processes
are reviewed and documented in Business Process Analysis
DSO’s Key Organizational Performance Measures
Strategic Objective I. Student Success
(Long-Term) Goal
Key Measure
Cat.7 Figures
- Dual-credit enrollment.
A. Engagement with
Fig. 7.4-12
Partners
Mobile-Go
activities
C. MyMAP
- % “Excellent” and “good”
Fig. 7.1-2
responses to CCSSE
G. Increase Student
Performance
question 27.
- Graduation rate (SLI, AA)
Fig. 7.1-8
Fig. 7.1-5
Fig. 7.1-9
Strategic Objective II. Principle-Centered Leadership
(Long-Term) Goal
Key Measure
Cat.7 Figures
- NILIE PACE overall
A. Principle-Centered
Fig. 7.2-10
climate score.
Leadership Framework
- Responses to NILIE PACE
B. Innovation,
Fig. 7.4-15
Entrepreneurship, Risk- questions 11, 22, and 48.
item Q48
Taking,
- Responses to NILIE PACE
C. Internal
Fig. 7.4-15
questions 16 and 25.
Communication
item Q16
Strategic Objective III. Performance Excellence
(Long-Term) Goal
Key Measure
Cat.7 Figures
- TAPE application score.
A. Performance
AOS
Excellence (Baldrige)
- Responses to NILIE PACE
B. Workforce
Fig. 7.4-15
questions 46 and 51.
Capabilities,
item Q25
Engagement
- Composite Financial
C. Financial
Fig. 7.5-7
Indicator.
Management
- % “very” and “somewhat”
D. Technology
E. Environmental
Sustainability
F. External
Communication
responses to CCSSE
question 13h.
- Employee satisfaction with
IT.
- Energy savings.
- Preventative maintenance.
- Number of MOUs and/or
contracts
Fig. 7.2-2
Figs. 7.4-10
and 7.1-19
Fig. 7.5-8
Figure 4.1-3 Key Organizational Performance Measures
Data are available to DSO and the colleges through Alamo
Share, Weave Online (cloud-based application for strategic
and action planning), and I-Dashboards (external graphic
communication software). Reflecting our commitment to the
Data-Informed value, DSO divisions and units utilize data to
make fact-based decisions. We also use data to improve unit
operational efficiency, effectiveness during FOCUS PDCA
implementation to enable continuous process improvement.
Likewise, data and information on customer requirements
collected in SIPOCs are important to determine work process
requirements and solutions and to support innovation
throughout DSO.
4.1a(2) Comparative Data
DSO uses comparative data to understand performance
relative to best-in-class and to set performance targets. We
gather comparative data and information from state and
national peer institutions and best-in-class performers with
similar numbers of students, programs and services, and
organizational size. The THECB, the Integrated PostSecondary Educational Data System (IPEDS), the National
Association of College and University Business Officers
(NACUBO), the NILIE PACE, and Malcolm Baldrige
National Quality Award recipients, where appropriate, are
20
(BPAs), are current and valid to allow continuous
improvement.
3. SPPE regularly conducts environmental scanning for
detecting emerging trends related to performance
measurement that DSO may consider for action. This
information is shared with senior leaders and posted on Alamo
Share and the AW social media site.
4. DSO units gather input from customers through the SIPOC
process. This enables the creation, modification, and
replacement of unit measures, benchmarks, and targets, adding
flexibility/agility to our performance measurement system.
5. SPPE meets every year with each DSO unit to review and
reaffirm the value of its unit key metrics.
6. DSO units review and report on their performance measures
during Data Days. This contributes to accountability and
continuous performance measurement system improvement.
4.1b Performance Analysis and Review
DSO leaders utilize key organizational performance
measures data to conduct systematic key performance reviews
(Fig. 4.1-4). Each VC reviews his/her division’s performance
and capabilities through regular meetings with their AVCs,
directors, managers, and supervisors.
AP progress in preparation for SIPOC updates and AP closing,
new AP creation, and AP performance reporting at Data Days.
These reviews ensure that leaders have a proactive view of
performance and accountability.
Assessment of unit performance occurs through annual
performance review of individual APs. The weekly PVC and
semi-monthly CVC reviews are used to monitor and manage
performance to KPI targets to allow proactive identification of
issues and concerns. Performance reviews are the key method
of tracking our progress relative to our strategic goals and
APs. Since KPIs are designed around the success of
performance in our strategic objectives and goals, review of
KPIs provide insight into our progress so that we can take
timely corrective action.
Reviews are also designed to provide insight into
organizational success and competitive performance through
comparison of current to past performance, targets, and peers’
performance. Longitudinal data are presented, and target lines
and comparative performance levels are indicated to help
determine current standings and opportunities for
improvement. PVC and BoT reviews are used regularly to
assess performance and the results are communicated up and
down the governance structure allowing for feedback from a
wide variety of stakeholders.
In a cycle of improvement, we benchmarked the KPI
scorecard used by Baldrige award recipient Richland College to
reflect in our AC/DSO scorecard the relative contribution of
measures and results to our success in achieving our strategic
objectives and goals. We implemented the new system for the
performance review of the colleges and are extending it to the
performance review of our DSO units (Scorecard AOS.)
The frequency and thoroughness of our performance
reviews contribute to strengthening our organizational agility
to address challenges in the working environment and
responding to changing organizational needs. In turn,
performance review and analysis support two of our CC:
Organizational efficiency and sustainability; Driving adoption
of innovative practices. Regular analysis of performance and
availability of resources allow our senior leaders to make datainformed decisions to address environmental conditions and
meet the established and unexpected needs of customers and
other stakeholders in a timely manner.
Our BoT reviews organizational performance and progress
on strategic objectives, goals, and longer-term APs via the
monthly general and special meetings and reporting sessions
by its various committees.
DSO Operational Meeting Rhythm
Meeting
Attendees
Purpose
PVC, other
DSO/College
leaders as
appropriate
Review data; Address
hot topics; Set
priorities; Establish and
monitor systematization
team work and
outcomes; Address
BoT charges
Monthly
CVC
SPP results;
Progress towards goal
and strategy
accomplishment;
Review of customer
data
Monthly
PVC, BoT,
other DSO
leaders as
appropriate
Dashboard review;
Key project updates;
Governance issues
Strategic
Planning
Retreats
Annual
and
quarterly
PVC, other
DSO and
college
leaders, staff,
students,
community
Review SP; Analyze
SWOT and other
environmental scans;
Address gaps in current
plan with new
strategies
VC staff
Meetings
Weekly
VC, AVC,
DSO directors
Project update, Review
results, governance
issues
Annual at
each
location
CVC,
presidents,
students and
employees
Address issues of
importance to the
success of the AC;
Facilitate two-way
communication with
key stakeholders.
Leading
the AC
Leading
support
initiatives
BoT
Meetings
Town Hall
Meetings
Freq.
Weekly
4.1c Performance Improvement
4.1c(1) Best Practices
High-performing DSO units are identified from their Data
Days performance progress reports (videos AOL). Internal best
practices are compared to state and national benchmarks and to
the degree that they contribute to student success. The VCs
routinely share their division best practices, lessons learned,
and performance outcomes with their colleagues at the CVC
meetings. VCs also share performance comparisons with the
colleges, and the college presidents share performance
outcomes with each other at the weekly PVC meetings. Crossdistrict/cross-college teams are assembled to work on priority
initiatives, and best practices are shared and used to inform the
Figure 4.1-4 Performance Analysis and Review Schedule
During performance review, including FOCUS PDCA
implementation, leaders conduct root-cause analysis, trend
analysis, comparative analysis, and variance/gap analysis. In
addition, during the summer, DSO divisions and units review
21
development of strategic initiatives district-wide. Other process
improvements are shared in our public recognition events,
Alamo Share, FOCUS PDCA report-outs, and Facebook page.
4.1c(2) Future Performance
To project future performance, the CVC sponsors annual
performance sessions where agreement with DSO unit leaders
is reached regarding the appropriate annual and 3-year
performance targets for AP unit goals and strategies. Through
SIPOCs and APs, unit leaders manage “drill down” metrics
for their units – these are measures that demonstrate
performance efficiency and effectiveness at the process level.
Unit leaders utilize appropriate comparative and competitive
data and information to determine performance benchmarks
and targets. Once agreement is reached, the metrics are added
to the high-level AC KPI scorecard system and dashboard.
4.1c(3) Continuous Improvement and Innovation
DSO has a multi-level approach for continuous
improvement and innovation. Various standing and ad-hoc
DSO committees (Fig. 4.1-5) review performance findings on
a periodic basis to identify and prioritize opportunities for
improvement or innovation.
DSO Unit/
Committee
College
Connections
Workforce
Collaborator
Purpose Activity
Area High
Schools
Universities
Admissions
Information/Process
University Level
Opportunities
Financial Aid Information
and Scholarships
Texas Configuration of
Enterprise Information
System
Cooperative Purchasing
Financial
Aid
ITS and CSI
SAEP
Purchasing
Buy Board
Texas College
Connection
size’ AC operations to enable the organization to operate
under significantly declining revenue streams. The steps taken
to engage employees in this annual effort included identifying
and communicating the challenge, generating and prioritizing
gap closure ideas, project management, and an ongoing
improvement cycle. Additional innovation examples include
the AW philosophy of “Always Inspire, Always Improve”
(focused on student success best practices, Covey’s leadership
principles, and Baldrige-based continuous improvement),
Student Success Focus (policy and retreats), the development
of the Institutes, and a Staffing Management Plan to realign
resources.
The chancellor maintains frequent communication with all
community partners of the AC through regular meetings with
various stakeholder sectors. Senior leaders meet regularly with
the AC Business/Industry Advisory Council and with secondary
education partners via quarterly K-12 partnership dinners. At
these outreach events, the AC leaders communicate our strategic
initiatives/priorities to community partners and collaborators and
gather feedback to guide the creation and refinement of our
strategic direction. We also ensure that all stakeholders are
represented in strategic planning retreats, BoT meetings, and
community-based advisory councils to offer their voices
identifying priorities and developing recommendations. To
ensure that priorities and opportunities are deployed to our
suppliers, feeder/receiving school partners, and collaborators,
DSO leaders and staff members continually interact with them
and partner on external committees/councils that exchange data
and information to improve communication, align efforts, and
improve service to our customers (Committee/council list AOS).
4.2 KNOWLEDGE MANAGEMENT, INFORMATION, AND
INFORMATION TECHNOLOGY
4.2a Organizational Knowledge
4.2a(1) Knowledge Management
Workforce knowledge is transferred through a variety of
activities, including BoT outcomes memos shared with
employees after each meeting; Chancellor newsletter
highlighting best practices at colleges/DSO; organizational
learning activities; BPAs; sharing of environmental scan
data/information; and information posted in Alamo Share.
The Communications department emails to employees the
highlights of BoT meeting discussions and updates on
workforce and operational developments. In the E-Newsletter,
the chancellor informs on weekly activities, new initiatives,
and progress on current initiatives. The chancellor also sends
out AC Family Memorandums to address selected topics and
explain how these affect the workforce and the institution. In
addition, the chancellor holds annual Town Hall meetings at
DSO and college locations. Employees have established
structures for communicating upward to the chancellor.
Faculty and staff are represented in the Faculty Senate and
Staff Council, respectively.
Through Alamo Colleges Educational Services (ACES)
and Alamo Share, employees have access to DSO policies and
procedures, training opportunities, help guides, business
process documentation, administrative tools, and shared
drives. The assembly/transfer of knowledge for use in strategic
planning, SWOT analysis, action planning, and decision
making is accomplished through environmental scanning.
Chancellor
Editorial Board
Community Awareness
and PR
and Communication
Figure 4.1-5 External Key Committees and Stakeholders
Upon review of findings, their recommendations for
improvement and innovation are developed and, in a “Refer
and Respond” approach, forwarded to the PVC for review and
approval. Recommendations approved for action are returned
to the committee for implementation. If the OFI or innovation
is formulated by the PVC, the appropriate VC sends the item
to the appropriate division committee or unit for development
or action. The VC or committee ensures that actions are
implemented and that progress is tracked and reported back to
the PVC. At the same time, DSO units may implement
strategies for improvement and innovation based on customer
requirements and internal unit findings. They then share
practices across functional units or submit recommendations
to the PVC. Deployment of priorities follows the
organization’s structural communication lines. The PVC
ensures that all stakeholders are informed of the strategic and
operational decisions made to improve or innovate via weekly
emails. An archive of PVC decision summaries is provided in
Alamo Share.
The AC were recognized with the national 2012
Bellwether Award for deploying the innovative process that
has saved over $131 million since 2008 while supporting a
23% enrollment growth. This approach involved establishing a
budget taskforce to develop joint strategic initiatives to ‘right-
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Transfer of Knowledge from and to Students,
Stakeholders, Partners, and Collaborators: AC embraces a
culture of transparency. Sharing of knowledge and
information starts with the BoT whose meeting dates, agendas,
and minutes are available to the general public. These
meetings are broadcast on a local cable channel and available
via audio podcast and streaming video on the AC website.
The VCs take an active role in knowledge transfer. The VC
for EWD established the AC Quality Institute to promote lean
and quality training, and is working with area ISDs and
community stakeholders to implement innovative articulated
school and career partnership programs, such as the Alamo
Area Aerospace Academy, Information Technology Security
Academy, and Project Phoenix. The VC for Academic
Success maintains several initiatives across the AC that
partner public education, our colleges, and four-year
institutions. These include dual credit, College Connection,
college pathways, and college readiness. The VC for Student
Success (VCSS) maintains online information for students,
including procedures and forms, information about financial
aid, Apply Texas, and Free Application for Student Aid
(FAFSA). The VCSS/Vice President of Student Success
(VPSS) team is responsible for coordinating and ensuring the
delivery, communication, consistency, and advocacy of
student programs, policies, processes, and services across the
AC. The VC of Planning, Performance, and Information
Systems provides updated information about the colleges’ and
DSO’s institutional research developments, strategic planning
initiatives, management of KPIs and metrics through AC
benchmarks and scorecard, and system-wide leverage of
technology for success.
Identification, Sharing, and Implementation of Best
Practices: External best practices are generally identified
through environmental scanning; KPI benchmarking;
administrators, faculty, and staff attending national and
international education conferences; and participation in
national surveys such as the CCSSE and NILIE PACE.
Regular meetings with community partners, collaborators, and
suppliers lead to identification, sharing, and implementation of
best and promising practices. Internal best practices are
generally identified through participation in cross-DSO/crosscollege teams and joint meetings/events. Demonstrating our
CC, the BoT approved a motion that local innovations are to
be brought to scale throughout the district, and this policy has
set the ground work for continued collaboration and
transparency among the five colleges and DSO. Best practices
identified and implemented include the Ethics Hotline,
MyMAP, College Institutes program, and the Alamo Colleges
Leadership Academy for Success (ALAS) program.
Assembly and Transfer of Knowledge for Innovation
and Strategic Planning: The assembly and transfer of relevant
knowledge for use in innovation and strategic planning is
accomplished through the environmental scanning process
managed by SPPE. Strategic planning participants refer to the
SPPE website and emails to review pertinent information and
prepare for strategic planning sessions. SPPE develops SWOT
analyses and APs to address SC and SA (2.1a(1)) and promote
innovation and improvement. The DSO divisions and their key
units utilize Alamo Share to allow teams and work groups to
maintain/share planning documents, meeting minutes,
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recommendations, activities, and outcomes. Knowledge
transferred through environmental scanning and during Data
Days helps to strengthen our competencies on innovation at all
DSO levels and across units.
4.2a(2) Organizational Learning
The Performance Excellence element of our AW philosophy
provides the framework to embed learning and continuous
improvement in our DSO units and operations. It guides the
search for expanded knowledge and allocation of appropriate
supporting resources and processes through constant review,
continuous improvement, and knowledge/practice learning and
sharing across DSO. While DSO units describe and characterize
their service processes in their SIPOCs and APs, learning occurs
when reviewing and updating customer requirement information
and when assessing results and identifying opportunities for
continuous improvement. Learning is also embedded when these
results, opportunities for improvement, and innovation
highlights and approaches are shared across DSO units during
our Data Days presentations and video dissemination.
4.2b Data, Information, and Information Technology
4.2b(1) Data and Information Properties
AC has a variety of systematic approaches in place to
ensure the accuracy, integrity and reliability, timeliness, and
security and confidentiality of data and information.
Accuracy - DSO ensures the accuracy of data by adhering to
the following operational protocols:
Daily Operational Data
• Data governance exists through the Data Standard
Committee which reviews and decides on the effective
entry and use of information in the Banner system.
• Stewardship of Banner data resides with the data owners
who determine access levels based on function.
• Banner maintenance users must participate in training
before being provided maintenance access.
• Audit trails are in place to identify the maintenance users
who have entered data.
• The CSI performs back-end student records processing
and verification.
• CSI regularly performs BPA to ensure that data integrity
protocols are in place when entering data.
• Change management processes within ITS allow for
impact analysis and quality assurance. Electronic Data
Interchanges are utilized when available.
Performance Data
• THECB data are used when available and/or appropriate.
• IRES cross-validates data against student records,
historic data, and findings in similar reports.
Integrity and Reliability - Data infrastructure relies on the
following integrity and reliability business practices:
• Referential integrity is employed within the metadata.
• Data are normalized.
• Production input data are linked to source documents,
including security classification and recent revision date.
• Authorization is required for all production system inputs.
• Controls are in place to prevent undetected information
alteration.
• Change management processes within ITS provide for
impact analysis and quality assurance.
• Daily backups of data are conducted.
• Standard definitions are used in Argos data blocks that
are made available to users.
through the Acquisitions website where vendors become
familiar with registration, purchase orders (POs), and request
for proposal (RFP) procedures. Newspaper and media
advertising is another avenue for disseminating information,
as are targeted faxes, e-mails, and phone calls.
Partner, collaborator, and other stakeholder information are
accessible through the same avenues used for suppliers. It may
also come from memorandums of understanding, live
streaming BoT meetings and posted minutes, posted
chancellor meeting notes, town halls, annual or quarterly
school meetings, meetings with accrediting agencies, websites,
online meetings, podcasts, trade shows, various list serves, and
community meetings.
4.2b(3) Hardware and Software Properties
DSO ensures that hardware and software systems are
reliable, available, secure, and user friendly through a variety of
systematic approaches. To ensure reliability, ITS coordinates
all hardware and software purchases and upgrades. For
security, all DSO hardware is maintained in a physically secure
environment with card-reader entry, door cameras, and video
recording. Data security is maintained through redundant
firewalls, network and application security, encrypted virtual
private network, and passwords. Any transmission of
confidential data over public networks must be encrypted. ITS
also provides security alerts on its website, along with systemwide notifications when potential viruses are identified. ITS
installs/updates anti-virus software on all desktop computers.
Employees are provided access to the student system based
on role names/definitions and their manager’s authorization.
Software and hardware are kept secure, user-friendly, and
current through collaboration with the IT Leadership Council
and IT Advisory Panel. They provide guidance and direction
to enterprise technology needs.
4.2b(4) Emergency Availability
ITS maintains a disaster recovery plan that includes
hardware redundancy and failover mechanisms for mission
critical systems. Data replications minimize data losses of
critical systems in case of a disaster. Daily backups are
produced for all data and systems and stored at our disaster
recovery backup facility which also serves as the standby data
center to be utilized in the event of a disaster making the
primary data center inoperable. Our IT Disaster Recovery plan
ensures ITS continuity for enterprise mission critical systems.
Emergency protocols are managed and practiced regularly to
ensure seamless implementation.
Timeliness -
• Employees have access to data/information 24/7. Banner
integrates data from its student, finance, HR, and
financial aid modules. Data are dynamic, utilized, and
accessed in a timely manner.
• The computer network infrastructure offers immediate
access to the Internet, intranet, and other technology.
• All employees have immediate access to data related to
performance via the IRES website and Alamo Share.
• IRES maintains a shared drive for sharing files with key
research/budget stakeholders, and it keeps a calendar for
standard research reports and strategic performance data.
Security and Confidentiality -
• AC data access is restricted to official users. The level of
access to data depends on the employee’s role.
• Access to servers is restricted to ITS personnel.
• Firewalls are maintained to assure that data are available
only through our Alamo network resources.
• Data transmitted electronically to external organizations
are encrypted.
• AC network users are provided the knowledge to protect
personal information, passwords, and data. ITS regularly
updates its risk assessment and vulnerability matrix.
4.2b(2) Data and Information Availability
Employees, students, suppliers, partners, collaborators, and
other stakeholders can access employee and student
information, including employee e-mail, benefits, policies, and
other pertinent information, through the ACES portal.
Employees can also access staff development opportunities
information via the Cornerstone Talent Management System
(TMS or Alamo Learn). Significant data and information are
made available to employees through the Banner system.
Additional information that is needed by specific units is also
available through electronic systems such as Department of
Public Safety, which is informed through Crime Star, a linked
system connected to the Emergency Notification System. Email is used to keep employees informed. For example, policy
updates and ethics reminders are sent by the Ethics and
Compliance unit. DSO units frequently hold meetings and the
collection of meeting minutes and related information is made
available to employees via Alamo Share.
The ACES portal is the key source of information for
students, including email, admission, registration, financial aid
payment information, calendars, discipline information,
program information, and maps. ACES also provides single
sign-on, a central point of entry, and the learning management
system (Canvas). Through our website and ACES, students
can complete applications for admission or financial aid,
register, and pay online. Other sources of information for
students include web-based tools are MyMAP which provides
students with comprehensive support information from entry
to completion; AlamoGPS which helps students and advisors
monitor students’ progress toward degree completion; social
media which allow communication and follow up with
students and other customers via Instagram, Twitter, and
Facebook; and Career Coach which provides data about local
hiring trends, salary ranges, and AC programs.
Information for use by suppliers is easily accessible
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employees and executive teams at each college through focus
groups and sessions designed to learn about changing
capability and capacity needs. Continuous learning,
accomplished through ongoing and evolving employee
development programs ensures that employees have the
knowledge and skills necessary to perform in an ever changing
work environment.
Capability and capacity needs change with budget
constraints, competitive forces, workforce evolution, and
technology. Workforce growth is managed through staffing
ratios, where a designated number of employees are allocated
per student at each college and the AC system. Exceptions are
managed and approved through HR to maintain equity and
adequate staffing levels throughout the organization. The
probability and impact of staff reductions are reduced through
the use of staffing ratios, based on a budgetary process that
forecasts the capability to increase or decrease staff levels.
DSO and AC have been successful in keeping
commitments to avoid layoffs and pay cuts, seeking first to
reduce expenses through innovation, hiring freezes, attrition,
retirement incentives, and redeployment of existing
employees. In the event that this is unpreventable, specific
policies regarding how a workforce reorganization or
reduction are followed to ensure fairness throughout the
process (HR policies AOS).
5.1b Workforce Climate
5.1b(1) Workplace Environment
The safety of our employees and students is critical to
accomplishing our mission. We use a variety of approaches to
ensure a supportive and safe environment for our workforce.
We conduct a safety assessment to identify and address any
hazards. Defined criteria/steps to determine how to address
hazards include: 1) Is the process required? 2) Automate the
process; 3) Engineer around the hazard (e.g., machine
guarding). If eliminating, automating, or engineering are not
feasible, then provide personal protective equipment (PPE).
We measure performance in the areas of safety and
security through measures of risk assessment, incident/injury
rate and cost, training frequency in safety and emergency
management, and customer satisfaction. Workplace issues
vary for employees with different types of work
responsibilities. Each job type has certain identified issues that
require specific training. Training frequency and effectiveness
are tracked and segmented by job type.
Because of the diversity of our workplace, we identify
conditions and variables and develop site-specific solutions at
each of our campuses and throughout DSO to address
potential hazards. We also train our workforce to identify and
address potential hazards in their work areas. For many of our
employees, this includes electrical safety, lockout/tagout,
ergonomics, welding, chemical safety, PPE, powered
industrial trucks, fleet safety, defensive driving, behavior
intervention, first aid/CPR, hazardous communications, and
emergency planning and training. Our Enterprise Risk
Management (ERM) unit identifies areas in which to focus our
safety efforts. ERM tracks and reports accident and injury
trends to identify areas of greatest need and works with the
affected area(s) to develop best practice solutions and
preventative training.
CATEGORY 5: WORKFORCE FOCUS
5.1 WORKFORCE ENVIRONMENT
The DSO and AC workforce is managed through the
strategic objectives of Performance Excellence and PrincipleCentered Leadership (Fig. 5.2-1).
5.1a Workforce Capability and Capacity
5.1a(1) Capability and Capacity
Workforce capability and capacity needs are assessed and
managed using the HR People Plan which encompasses
hiring/training the best people, developing best practices, and
becoming a best place to work. We maintain a supportive and
secure work climate and empower employees to accomplish
the organization’s work by implementing the HR People Plan,
inculcating the principles of The 7 Habits of Highly Effective
People to establish a culture where there is a “leader in every
seat,” and implementing our AC HR policies.
5.1a(2) New Workforce Members
Recruiting occurs through consistent dialog with our
customers (hiring managers), based on individual needs, and
through job fairs and general advertising on job websites such
as Monster.com, LinkedIn Careers, and Dice Open Web.
Hiring is managed through the employment module of our
TMS. The system enables hiring managers to navigate the
hiring and placement process in conjunction with our
employment team. Positions are opened based on staffing
ratios derived from a budget planning process based on the
number of students at each campus, with new positions
created through HR approval. New employees are hired and
placed based on the availability of these positions. Employees
are retained through the combined results of benefits
packages, employee development, and Principle-Centered
Leadership initiatives that enhance personal commitment to
the AC mission and vision.
Development and maintenance of a Diversity/Affirmative
AP guides recruitment and retention efforts to reflect the
potential workforce and student populations of the AC.
Additional insights are gained during long term strategic
planning activities by including members of the AC
community and students.
5.1a(3) Work Accomplishment
The workforce accomplishes its work through systems,
processes, and initiatives aligned with the MVV and our CC.
They include the strategic planning retreat, APs managed by
each DSO unit, and 4DX.
The HR People Plan charts a course for how AC will
empower employees to perform their best work through
systems, processes, and initiatives that enable employees to
implement “best practices” that in turn create a “best place to
work.” DSO units regularly survey customers to gather
feedback on services provided. The surveys provide crucial
information on customer requirements and satisfaction,
providing insight that guides decision making for
service/quality improvements, flexibility, and innovation
throughout the organization.
5.1a(4) Workforce Change Management
DSO and AC have sought ways to improve service while
maintaining or reducing the level of resources over time. Our
workforce adapts to change through feedback, continuous
learning, and innovation. In addition to evaluating outcomes
and inputs from strategic planning, HR gathers feedback from
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DSO employs 65 commissioned, licensed peace officers
that have a presence 24/7 at the DSO locations and on each
college campus to ensure the security of our workforce.
Control systems exist at each campus to limit access to
buildings to qualified individuals. We employ a closed-circuit
TV security system to allow visual oversight at most of the
external areas of our facilities. We also have emergency call
stations at each campus for anyone to report an emergency,
which directly notifies Police dispatch. We utilize standard
metrics for our law enforcement and security concerns. Clery
Act reporting is completed and utilized along with trend
analysis to minimize duplication of activities. Our employees
are trained to respond to situations such as student behavior
issues, active shooter, and a variety of criminal events.
5.1b(2) Workforce Benefits and Policies
The DSO workforce is supported by services provided by
our HR, Facilities, Payroll/Finance, Police, and Information
Technology units.
Primary workforce services are provided by HR in the key
areas of employee benefits and compensation, employee
relations, diversity and equity, employment and recruiting,
training and development, risk management and safety,
innovation and suggestion, records management, and HR
information systems.
At each location, employees have access to HR partners and
coordinators for customized services in employee relations and
employee benefits. DSO accesses and follows BoT and
personnel policies. Policies are regularly reviewed and updated
to reflect best and updated practices. Employees are notified via
email when policies are updated or added, with the full list of
policies available online to employees and the public. Health
and safety services provided to employees include Health and
Wellness Centers, Health Fair services, ergonomic-fitted
furniture, workers’ compensation, police courtesy services,
employee assistance program (EAP), and flexible/familyfriendly work schedules. Additionally, DSO provides a
competitive benefits package including medical insurance,
leave and time off, and tuition reimbursement.
5.2 WORKFORCE ENGAGEMENT
Employees are developed through a combination of
systems that manage learning, goals, performance, process
improvement, and innovation.
Our TMS provides professional development and training
opportunities for employees to continuously improve their
skills and abilities in accordance with the AC mission and
vision. Engagement in process improvement and innovation
are guided/managed through our philosophy that there “is a
leader in every seat,” meaning that all employees are
empowered to lead and drive innovation.
5.2a Workforce Performance
5.2a(1) Elements of Engagement
Annual administration of the PACE survey provides
employee feedback on the workforce environment and
contributes to the identification of factors affecting workforce
engagement. Data are analyzed and questions/elements that
correlate with a positive response to the survey statement “the
extent to which I am satisfied with my overall employment
experience at this institution” are designated as key elements
informing workforce engagement.
Data received from the PACE survey are segmented by
employee location and class (faculty, staff, part time/full time
etc.), allowing for identification and consideration of key
engagement elements for each segment by
managers/supervisors.
5.2a(2) Organizational Culture
DSO and AC regularly exchange information with
employees through several channels, including email, internal
Alamo Share sites, and knowledge banks located in our TMS.
DSO units create, manage, and share/report APs, data
outcomes and 4DX WIG scoreboards, ensuring highperformance and effectiveness in the work they do. We benefit
from the diverse ideas, culture, and thinking of our workforce
by empowering every employee to lead our innovation and
program/process improvement efforts through involvement in
committees, strategic planning meetings, focus groups,
training, reporting, and other exchange opportunities.
5.2a(3) Performance Management
The workforce performance management system, an
integrated module within our TMS, provides employees the
tools and resources necessary to build on strengths and address
weaknesses individually or through the creation of a “learning
plan” with their supervisor. In this system, goal and target
setting are integrated throughout the TMS, enabling
employees to work towards goals established personally or
with supervisors in a consistent, transparent manner.
Compensation strategy is considered through the consistent
application of job descriptions, pay grades, and benchmarking
with similar institutions. DSO and AC have strived to update
job descriptions across the organization to accurately reflect
the work being done and to ensure that appropriate
compensation is awarded in line with AC strategy through the
Hay Methodology (AOS.) DSO innovation supported by
intelligent risk taking is reinforced through
empowered/collaborative teams that are organized around
meeting individual and unit AP targets and maintaining focus
on the customer by achieving our established AC WIGs using
4DX (Fig. 5.2-1). In addition, DSO leaders share success data
during Data Days.
Figure 5.2-1Principle-Centered Leadership
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5.2b Assessment of Workforce Engagement
5.2b(1) Assessment of Engagement
Workforce engagement is assessed using the PACE survey
which also gauges four workforce climate factors (institutional
structure, supervisory relationships, teamwork, and student
focus). Organizational results fall into one of four levels of
leadership: Coercive Leadership, Competitive Leadership,
Consultative Leadership, and Collaborative Leadership. The
PACE survey reveals employee satisfaction based upon
responses to the statement “the extent to which I am satisfied
with my overall employment experience at this institution”
(Fig. 7.2-10) Key measures of engagement on the PACE
survey address the following: generating a greater spirit of
cooperation, promoting more open and ethical
communication, encouraging employee innovation, providing
positive performance feedback/recognition. Outcomes across
workforce groups and segments vary. PACE survey results are
segmented by college and distributed to each college and DSO
leadership to guide decision making at each location
(Complete survey AOS.)
Additional measures of engagement such as absenteeism
rates, turnover rates, participation in voluntary employee
development, productivity and workload trends, employee
complaint trends and participation/development of “WIG”
scoreboards are used as supplemental data points to validate
PACE survey findings and to focus organizational
improvement efforts.
5.2b(2) Correlation with Business Results
DSO’s workforce engagement assessment measures and
results are related to the following performance/business
results: Customer Satisfaction with HR Services (Fig. 7.3-24),
Overall Customer Satisfaction with DSO Units (Fig. 7.2-1),
AC Emergency Leave Bank (Fig. 7.3-22), New Employee
Orientation Participant Engagement (Fig. 7.3-17), ALAS
Leadership Training Participation (Fig. 7.3-18), Employee
Tuition Assistance Program (ETAP) Participation (Figs. 7.319, 7.3-20), EAP Utilization Rate (Fig. 7.3-14), Employee
Complaints (Fig. 7.3-13), Workforce Safety: Employee
Injuries on the Job (Fig. 7.3-15), and Workforce Productivity
(Fig. 7.3-1).
These measures and their relationship to workforce
engagement findings are aligned with our DSO CC and
strategic objectives and are integrated in our TMS.
5.2c Workforce and Leader Development
5.2c(1) Learning and Development System
Workforce learning and development needs are identified
through the SPP where training requirements are assessed
based on internal and external environmental changes. These
needs are incorporated into the HR People Plan to enable the
development of needed future capabilities. Our learning and
development system provides a snapshot of employee
development needs and can be used to address individual
development and support organizational needs. Development
of workforce members, managers, and leaders is managed
through our learning systems across DSO and the colleges.
The TMS learning module aligns employee learning to
strategic objectives, APs, performance evaluations, and
results. It also incorporates key competencies to measure
performance and learning based on our Principle-Centered
Leadership model – The 7 Habits of Highly Effective People.
27
Employee performance is rated, and developmental
opportunities are made available to address those
competencies.
Through the Principle-Centered Leadership principle that
“there is a leader in every seat,” employees are empowered to
“lead from where they are” in order to improve customer focus,
organizational performance, and innovation. This is integrated
through performance management competencies and
development opportunities within our TMS, formal ALAS
leadership training program, and informal leadership
development programs, such as Crucial Conversations.
My4DX is an online system that allows DSO to focus on
and manage WIGs. Alignment and focus across the
organization through long-term and short-term APs guide the
accomplishment of learning and development training activities
and achievement of DSO goals through My4DX with active
involvement of key leaders and workgroups.
Ethical business practices are supported through annual
training. The training focus changes based upon trends and
information received through the DSO’s Ethics unit.
Employees receive reminders and insights into ethics via email
notification throughout the year.
Transfer and reinforcement of knowledge and skills is
accomplished through informal and formal systems, including
internal networking, on-the-job training, cross-training, FOCUS
PDCA, Shared-drive networks housing documents/data, Alamo
Share intranet housing unit-specific information, and the TMS
Knowledge Bank housing key insights/information posted by
employees. Our leadership development programs have
multiple built-in methods to reinforce the learning and
utilization of new knowledge and skills on the job.
Reinforcement of skills is also built into cultural expectations.
For example, DSO’s focus on the Baldrige Criteria for
Performance Excellence, the AW, and performance
improvement processes reinforce the use of skills that are
learned during FOCUS PDCA training for process
improvement.
5.2c(2) Effectiveness of Learning and Development
We evaluate the effectiveness and efficiency of our learning
and development system through assessment by both
participants and trainers. Participants complete individual
critiques/evaluations of the course and their learning
immediately following the delivery of training. Trainers and
HR staff conduct Plus/Delta analysis and hold individual and
group analyses and discussions to determine program
effectiveness. As a cycle of improvement, HR has established
key metrics and measures using American Society for Training
and Development Best Places to Work and Train data and
reviewing stakeholder and customer needs to measure and plan
for the appropriate training. Our TMS also has the capability to
assess employee needs and satisfaction after training/learning
delivery.
5.2c(3) Career Progression
AlamoLearn houses tools and resources for career
planning and development and allows the review of workforce
capabilities via talent pools, employee profiles, résumés, and
additional certifications. This is integrated to our learning and
performance modules to ensure our top performers are
candidates for career progression. Using our integrated TMS,
we create talent strategies and talent pools based on learning
and performance measures and results. As part of the
evaluation activity, supervisors discuss desired career
progression opportunities with their employees and assist them
in creating a development plan to prepare them to achieve
their goals. Employees have access to job postings and new
career opportunities. To maximize promotional opportunities
for employees, vacant positions are first advertised internally
before opening the announcement to external advertising.
Senior leaders address the succession planning need by
developing leaders at all levels, particularly through the ALAS
program. Our succession planning is evidenced by our focus on
promoting from within. As an example, over the last few years,
four college VPs have been hired as presidents at institutions
around the country and two of our VPs have been promoted to
fill two presidency positions at the AC.
CATEGORY 6: OPERATIONS FOCUS
6.1 WORK PROCESSES
DSO’s work processes are components of the AC and
DSO key work systems framework (Fig. 6.1-1) which we
developed and continue to improve based on a best practice
from Baldrige award recipient Boeing Aerospace Support to
identify and show the interconnections of the nine AC key
work systems and many processes.
Figure 6.1-1 Alamo Colleges and DSO Key Work Systems
Framework
6.1a Product and Process Design
6.1a(1) Design Concepts
The DSO work system flow model (Fig. 6.1-2) defines the
structure through which all AC strategies, APs, and measures
are deployed. The DSO workforce, key suppliers, partners,
and collaborators deliver services to customer segments
through various work systems. Work Systems 2.0, 3.0 and 4.0
are specifically targeted to address processes that serve our
student customers. While some of these processes are
delivered by DSO, most are delivered by the colleges. Work
processes under key work systems 5.0, 6.0, 7.0, 8.0 and 9.0 are
delivered by DSO directors and managers under the leadership
of their respective VCs. Data/information from measures are
captured, reviewed, and analyzed as described in Category 4.
Results from these assessments are used as key inputs into the
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SPP to help identify the need to design or modify key work
systems and processes. Products, processes, and services are
designed within the AC key work systems framework (Fig.
6.1-1) with customer requirements and expectations in mind
by the PVC members who own the processes. For example, to
re-engineer the Student Experience, we determined that the
VC for Student Success, the VC for EWD, and the VC for
Academic Success owned most of the involved processes.
Process owners complete a SIPOC where they name the
process and identify process customers, their requirements, the
inputs needed from suppliers, and the expected outcomes from
the process.
Process owners are asked to validate customer
requirements with their customers. As an example, the director
of IT asks customers what their requirements are during cross
functional team meetings. Technology requirements and other
inputs are also identified during the development of the
SIPOC. The SIPOC process also involves the identification of
OFIs in each key process. An OFI might address the need for
agility, a gap in service, duplicated steps in a process, or the
need to incorporate more customer input. As an example, in
2013, the Communications unit facilitated focus groups to
further understand customer requirements related to
organizational communication (process 1.7.1). HR has also
been conducting focus groups to gain a deeper understanding
of their customers’ requirements. OFIs inform the
modification of current APs or the development of new APs.
An identified OFI is likely to become a goal or a group of
action items in the unit AP. For example, the SPPE team
identified in its SIPOC an OFI about the need to solicit and
gather feedback from users on the SPP. That OFI informed the
development of the SPPE strategy and more effective tools to
gather customer feedback. All DSO units have SIPOCs that
are updated each year as the need for new or modified
processes may be identified either by the PVC, the customers,
or the unit. SIPOCs for every unit are AOS.
6.1a(2) Product and Process Requirements
Work process requirements are identified in the SIPOC
development step of our integrated planning activities (Fig.
2.2-1). Leaders of the 46 DSO units complete a SIPOC which
allows them to identify key unit processes, suppliers and their
inputs, key customers and their requirements, OFIs, and
measures of success. Leaders are asked to verify customer
requirements by contacting customers to survey their needs
and expectations of each process. A master list/matrix of
SIPOCs and APs reflecting the process requirements and work
of our 45 units is posted on Alamo Share. Key work system
and process requirements identified in SIPOCs and APs
include high quality products and services, timeliness,
accuracy, responsiveness, and cost effectiveness. Our nine key
work systems (Fig. 6.1-1) comprise many work processes
listed in a comprehensive document AOL and AOS. A partial
list of our key work processes appears in Fig. 6.2-1.
6.1b Process Management
DSO leaders manage work systems through defined
processes and evaluate their performance through the
Performance Measurement Process (Fig. 4.1-1). Work
system and process performance is monitored through a
consistent set of metrics developed to evaluate their
efficiency and effectiveness. Each DSO director or manager,
has a defined set of measures they continuously monitor to
ensure success and sustainability. If processes are not
performing as predicted, senior leaders analyze the data and
recommend necessary changes as needed.
6.1b(1) Process Implementation
We identify systems and processes as “key” when they are
important to 1) meeting college or other stakeholder
requirements (for example, budget development and the
delivery of HR processes are key to meeting college
requirements); 2) our financial viability (such as accounting
financial reporting); 3) our overall success (such as the AC
Foundation); 4) our long-term sustainability (such as strategic
planning and business development). Key processes are
designed to meet stakeholder requirements. In our primary
role as an internal services provider, we develop and improve
Figure 6.1-2 DSO Work System Flow Model
work processes to meet the growing needs and offerings of
the five colleges. This customer-centered commitment
requires that our senior leaders and their direct reports
identify many discrete processes to better serve our
stakeholders. We add new processes to our framework
(AOS) when the PVC and other leaders identify their need.
Often, these process decisions emanate from conversations
held by cross-functional, cross-college teams (Fig. 3.1-1).
The PVC receives input from college and DSO personnel
and other stakeholders through these listening posts. Then,
the PVC prioritizes work process improvement decisions
during the SPP. Our work processes are those processes that
begin and end with a customer. The need for new or
modified work processes can be identified through
numerous sources such as a request from a stakeholder, a
benchmarked best practice shared by any employee
(5.2c(1)), or a performance efficiency improvement
initiative identified by the PVC.
DSO leaders manage work systems through defined
processes and evaluate their performance through the
Performance Measurement Process (Fig. 4.1-1). Work
system and process performance is monitored through a
consistent set of metrics developed to evaluate their
efficiency and effectiveness to ensure success and
sustainability. Each DSO unit identifies 2 or more key
performance measures, including a customer satisfaction
metric. Throughout the year, these measures are tracked.
As part of the improvement approach, where available,
leaders determine benchmark performance and establish
goals to achieve world-class performance levels. Trend
data are shared during the annual Data Days event so that
senior leaders can see results and consult with other leaders
about opportunities to improve. Those units who
demonstrate progress and leadership by utilizing SIPOCs
and APs, participating in FOCUS PDCA training/coaching,
and providing evidence of continuous improvement are
recognized at the annual Pacesetters in Commitment to
Excellence event.
Performance dimensions such as safety, cycle time,
productivity, and cost control are incorporated into process
design and monitored through process measurement
reviews. For instance, the financial aid team utilized
29
FOCUS PDCA to reduce cycle time and improve
productivity in the Direct Loan process. The innovations
from that process saved the team hundreds of hours
annually by eliminating unnecessary and duplicated
process steps (Fig. 7.1-20).
6.1b(2) Support Processes
A partial list of our key support processes appears in
Fig. 6.1-2 and Fig. 6.2-1. Support processes are part of the
key work systems and processes framework (Fig. 6.1-1)
under work systems 5.0 through 9.0: HR, ITS, Financial
Services, Facilities and Construction Management, and
Environmental Health, Safety, and Security. These work
systems are owned by either a VC or an AVC and their key
processes are reviewed annually. New processes
recommended by the PVC are added to the key work
systems by the appropriate leader. In the day-to-day
operation of our key support processes, we ensure that they
meet customer/business support requirements by
improving performance efficiency and addressing feedback
on satisfaction collected through surveys or focus groups.
OFIs are identified in SIPOCs and addressed through APs.
6.1b(3) Product and Process Improvement
If processes are not performing as predicted, senior
leaders analyze the data and recommend necessary changes
as needed. Work processes are reviewed and improved
through disciplined deployment of the FOCUS PDCA
process (Fig. 6.1-3) to ensure that acceptable performance
levels are achieved and sustained. The “U” in FOCUS is
where the process owner analyzes the current “as is”
process and looks for variation (Understanding variation)
in how the process occurs. This variation typically means
that a process is not systematized and requires some
improvement. As an example, the Financial Aid unit
examined the Online Direct Loan process for students.
After flowcharting the process, it became apparent to the
team that there were redundancies and numerous points
where the communication was not clear for the student. It
is expected that the improvements made in this process will
safe 500 hours in unnecessary, duplicated work time from
Financial Aid personnel. Nearly all DSO units have
participated in FOCUS PDCA training/coaching during the
past 18 months. Employees are recognizing the value of
this approach because it requires bringing customers and
other stakeholders to the table to collaborate in the
improvement and innovation of a process.
Figure 6.1-3 Focus PDCA
6.2a Cost Control
We control the overall costs of our work systems by
striving for simplicity each time work systems and
processes are designed or reevaluated (through FOCUS
PDCA, and strategic initiatives during the annual budget
balancing activity). We eliminate unnecessary complexity
and redundancy across business units (e.g., shadow
inventory control systems) and overwhelming volumes of
reporting. We prevent defects, service errors, and rework by
focusing on core administrative functions that can be
improved, automated, standardized and/or centralized.
These conversations and decision making occur at the PVC
level with input from units impacted. An example of a
redesign using FOCUS PDCA is how AC accomplishes the
annual accounting of inventory. A FOCUS PDCA in
concert with property steward training has helped the team
to reduce losses from 1.6% of unresolved items in 2011 to
0.3 % in 2013 reflecting losses of over 1.3 million in 2011
to less than $155,000 in 2013. Addressing both design and
redesign of the process to eliminate waste and improve
cycle time and quality is a part of the FOCUS PDCA
approach. We minimize the costs of inspections, tests, and
process or performance audits by building edit checks and
reconciliations into the daily and monthly processes to
proactively detect and correct errors before they are reported
while continuing to meet our customer requirements.
6.2b Supply-Chain Management
We manage our supply chain by defining clear
specifications and requirements, conducting competitive
bidding, selecting experienced/capable suppliers, managing
performance of suppliers, and conducting systematic
contract administration. In our selection process we ensure
that our suppliers are qualified and positioned to enhance
performance and customer satisfaction by evaluating their
capabilities against specific customer requirements; system
capabilities and capacity, implementation assistance and
management, and financial viability. We evaluate supplier
performance by surveying customers and stakeholders,
assessing the billing and payment processes, and tracking
the attempts by a supplier to change contract terms such as
6.2 OPERATIONAL EFFECTIVENESS
In 2011, the BoT approved the AW, an action policy
that provides a comprehensive, integrated systems
perspective of overall organizational performance
improvement management to promote student and
organizational success. The AW involves a commitment to
the Baldrige Criteria for Performance Excellence to ensure
that our processes are designed and implemented for
efficiency, effectiveness, and ongoing success. All DSO
employees have been introduced to the AW via required
presentations and discussions outlining the Baldrige
Criteria and addressing employee involvement in work
process improvement.
30
those on pricing or service delivery time. We provide
feedback through our constant, active communication with
suppliers. We deal with poorly performing suppliers by
withholding payment until specific contract requirements
are met, issuing notice of failing service deliver, and
negotiating modifications to include supplier executive’s
response to delivery issues. If we cannot remediate
performance, we assess other sources and, on occasion,
terminate agreements.
6.2c Safety and Emergency Preparedness
6.2c(1) Safety
The AC Environmental Health and Safety program is
implemented and managed by DSO ERM unit. ERM
conducts various hazard assessments at all facilities to
determine the most effective way to remove, engineer, or
design procedures to address the identified hazards. We
have developed both policy and procedures to address
operations where identified hazards are present and to train
personnel to safely perform operations in accordance with
established procedures. AC has a police department that
employs 70 licensed peace officers that operate 24/7/365
and cover all AC property. Officers serve as first responders
to incidents that occur on AC property and are trained in
CPR, First Aid, and other procedures. We use several
methods to prevent accidents at the AC. Where job duties
expose employees to potential hazards, job specific training
is conducted. We also use established procedures to ensure
that job tasks are completed without incident. ERM actively
responds to any safety concerns issued by employees,
students, or community members. ERM and Facilities
routinely conduct inspections to identify potential hazards
and to develop a plan to eliminate hazards identified during
inspections. In the event of an employee/student injury, a
root-cause analysis is also used to determine equipment
failures by facilities. All facilities systems are placed on a
preventative maintenance schedule to ensure equipment is
properly maintained in order to prevent untimely breakdown
of services. Recovery operations are incorporated into the
AC Emergency Operations Plan (EOP).
6.2c(2) Emergency Preparedness
The AC has adopted an EOP that encompasses the four
elements of emergency management: Mitigation,
Preparedness, Response, and Recovery. The plan complies
with the National Incident Management System
framework and incorporates Incident Command System
(ICS) protocols. All AC buildings have personnel
identified as the Building Action Teams to assist
occupants during emergency incidents. AC has an
integrated emergency notification system that can be used
to notify the population of events that could affect their
safety. Each location conducts training drills for five types
of emergencies: evacuations, reverse evacuations, lockdown, severe weather, and shelter-in-place.
The EOP has established multiple Emergency Response
Teams that follow the ICS organizational structure and can
be implemented and scaled according to an emergency
event. Teams conduct annual tabletops exercises to practice
roles and become familiar with the EOP and more detailed
Standard Operations Plan. ITS has established and conducts
annual testing of their Disaster Recovery Plan to ensure data
and network security and backup protocols. During the
FY15 cycle, ERM is scheduled to develop a departmentlevel Continuity of Operations Plan to supplement the
district’s EOP.
6.2d Innovation Management
We make it clear that improvement and innovation
must be driven by understanding and validating customer
needs, as exercised through the SIPOC process. We use the
FOCUS PDCA approach (Fig. 6.1-3) for continuous
process improvement and innovation of existing processes.
The FOCUS PDCA approach allows us to provide
continuity of methodology between work system
improvement initiatives and process improvement
activities. One step in the FOCUS PDCA process is to
study best practices of other organizations allowing us to
incorporate innovations. An example is the International
Program Office who benchmarked and studied best
practices of other international programs.
During Data Days, DSO unit leaders are asked to
share their strategies to promote innovation in their daily
operations and to highlight an innovation from the past
year as part of their presentation. This exercise drives
innovation throughout the year. The PVC identifies
opportunities for intelligent risk-taking during weekly
meetings. Ideas are vetted and research is assigned to a
PVC member. After research is conducted, proposals for
AC implementation of innovative initiatives are shared
back with the PVC for their consideration. For example, in
2013, the idea of coordinating all curriculum through six
institutes in an effort to create easy pathways for student
success was researched and developed by the VC for
Academic Success. A proposal to implement the process
was vetted both at the colleges and with the PVC. BoT
support was solicited and received, and the implementation
is now underway. Other examples of innovation include:
the establishment of the Faculty Innovation Fund, the
BAM (2.2a(3)), and the appointment of a student to the
BoT (1.1a(1)). An additional example is when the BoT
approved several million dollars at their Board Retreat for
funding important elements in the MyMAP process. Staff
presented a plan outlining four priorities in the deployment
of MyMAP. Specific initiatives were identified and
funding was requested. After BoT questions were
satisfied, the initiative was funded.
31
Process
Key Process
Examples of How
Leadership System
Process Contributes
STUDENT EXPERIENCE
“MyMAP” Processes
Sample Process Measures
Cat. 7
Figures
1.1.2
Define/refine
strategic
objectives
· Provides organizational
focus
· Demonstrate agility
· Accuracy
· Flexible
· Strategic objectives/Strategic Plan
Scorecard (AOS)
· Action plan accomplishment
1.6.1
Deliver
organizational
excellence
· Quality service
· Positive AC image
· Operating efficiency
· Quality
· Satisfaction with DSO services
· # of Alamo Way orientations (AOS)
Develop and
deploy the
workforce plan
· Employee engagement
· Quality
· New employee engagement
Fig. 7.3-17
· Organizational
sustainability
· Alignment w/SP
· PACE employee-supervisor
relationship
Fig. 7.2-14
Develop alternate
revenue streams
(scholarships)
· Enrollment growth
· Access
· Effective
communication
Financial aid
· Student access
· Organizational
sustainability
· Accuracy
· Direct loan applications processed
Figs. 7.1-3a,
· Timeliness
· Student satisfaction with financial
aid
7.1-3b and
· Access
· Service to community
· Accessibility
· # of students recruited through
College Connection
Fig. 7.1-7
Manage Dual
Credit Program
· Increase enrollment
· Increase access
· Timeliness
· # of students enrolled
Fig. 7.4-12
· Accuracy
· # of new academies
Negotiate and
manage contracts
· Organizational
sustainability
· Timeliness
· Cost savings for purchases
Figs. 7.1-24
· Efficiency
· $ saved by researching correct
prices
and 7.1-25
Engage and
develop the
workforce
· Employee engagement
· Employees trained
appropriately
· Performance
focused
· PACE professional development
opportunities
Fig. 7.3-21
Develop and
maintain
information
technology
solutions
· Organizational
sustainability
· Operating efficiency
· Accessibility
General
accounting and
reporting
· Operating effectiveness
· Operating efficiency
· Accuracy
1.1.7
1.5
2.14
2.1
3.3
7.12.3
5.9
SUPPORT PROCESSES
Sample Process
Requirements
6.6
7.3
Recruit
· Responsivenes
s
· Stewardship
· Studentcentered
· Coordinated
marketing
Fig. 7.4-13
Fig. 7.2-1
· # of weekly outreach contacts
Fig. 7.2-12
· # of dollars generated
Fig. 7.1-1
7.2-3
· HR focus groups participation
(AOS)
· Innovation
· Overall customer satisfaction with
HR
· Satisfaction with ITS
· Excellence in financial reporting
Fig. 7.5-1
· Composite financial index
Fig. 7.5-7
Figure 6.2-1 – Key Processes, Requirements, and Measures
CATEGORY 7: RESULTS
7.1 PRODUCT AND PROCESS RESULTS
7.1a Customer–Focused Product and Process Results
The Foundation board and staff are committed to the
goal of offering a scholarship to every student who is
eligible and applies. This informs the strategy of identifying
and meeting the annual gift income target of four million
dollars. Fig. 7.1-1 shows the Foundation’s performance at
reaching this goal.
The AC MGC provides college and career related
services to students, parents, and community members in
order to increase the number of students enrolled in higher
education. The growth in events (Fig. 7.1-2) exhibited by
MGC makes AC the best among peer institutions in Texas
and one of the leaders in MGC participants reached.
Figure 7.1-1 Foundation Gift Income
32
Figs. 7.3-25
and 7.2-2
The challenge faced by the colleges was that the day or
two before payment deadlines, students would stand in line,
sometimes for hours, to pay their bills. A focused
marketing campaign using email, webpage, and social
media, to move students to online payments has produced
significant results as seen in Fig. 7.1-4.
Figure 7.1-2 Mobile Go Center Outreach
To better serve our students, particularly when we take
into account the large number of minority and economically
disadvantaged, first-generation college students, DSO has
made the AC outstanding among its peer colleges in Texas
and the nation through efficient management of the financial
aid process. In order to provide effective financial support
and reduced borrowing, we have reduced the percentage of
students receiving loans (Fig. 7.1-3a). Unlike our peers, we
have decreased this percentage for the last 3 years, and our
current level (6%) is the lowest among our Texas peers and
our national peer (MDC). Complementing this
accomplishment by our Student Financial Aid unit, we also
have improved (reduced) loan default rates, as shown in Fig.
7.1-3b, putting us on track to become the best in Texas.
Figure 7.1-4 Online Payment Efficiency
Annually, the Alamo Academies provide access to
almost 400 mostly minority (75%) and economically
disadvantaged (86%) students to enroll in applied STEM
technical careers. More than 60% percent of these students
graduate with a degree or marketable skill certificate within
two years. According to the SAMA, the Greater San
Antonio Chamber of Commerce and the Texas Economic
Development Council, the Academies have become one of
the most effective initiatives to produce the skilled
workforce pipeline that high-tech industries need and
improve students’ labor market outcomes. These objectives
in turn contribute to the Closing the Gaps goals for
increasing minority participation, completion rates, and
graduation in Texas. Because the state average for
completing technical certificates is 3%, the Academies
program, with a student graduation rate above 60% for the
last five years, has been the state benchmark (Fig. 7.1-5).
Figure 7.1-3a Texas Students Receiving Loans
Figure 7.1-5 Alamo Academies Enrollment and
Graduation
Figure 7.1-3b Alamo Colleges Student Loan Default Rate
33
The Foundation has made significant progress putting
people, processes, and best practices in place to ensure
integrity in the administration of scholarships with the end
of result of increasing scholarship dollars being awarded to
students over the past three years (Fig. 7.1-6).
persistence (students who enroll in a given fall semester and
who enroll the subsequent fall semester) and completion
(graduation) rate. Fig. 7.1-8 shows the comparative effect of
the SLI program on increasing student persistence among
student members of the SLI program and on maintaining
SLI student graduation rates above those of all AC students.
In addition, student GPA for SLI students was 3.44, 3.25,
and 3.23 in those three years, respectively, and above the
2.75 target.
Figure 7.1-6 Scholarships Awarded
As part of the state of Texas Closing the Gaps initiative
and in partnership with local ISDs, the AC College
Connection program is designed to help high school seniors
planning to attend any of our five colleges complete the
required preliminary college enrollment requirements
(admission, assessment, financial aid, and advisement
processes) for a smooth transition into higher education. For
the last four years, College Connection has maintained a
positive trend in high school student enrollment and kept
market penetration rates (proportion of enrolled students
divided by the total number of available high school
graduates) above 23%, much higher than the AC’s 4% for
the general student population (Fig. 7.1-7).
Figure 7.1-8 SLI Student Persistence and Graduation
In 2014, the PVC adopted the 4DX to improve execution
of key actions and strategies. The WIG was to increase the
number of certificates and degrees awarded from 6300 in
2013 to 7000 in 2015. With careful execution and
participation by all college and DSO units, we realized the
goal a year early by awarding 7,310 degrees and certificates
in 2014 (Fig. 7.1-9). This is a 73% increase since 2007
when 4,219 degrees and certificates were awarded.
Figure 7.1-9 Degrees and Certificates Awarded
Figure 7.1-7 Enrollment of High School Students through
College Connection
The AC Police survey all students and employees with
23 questions regarding service, security and sense of
safety. Survey data is disaggregated by location and by
student/employee. Through a variety of strategies, the
Police have been able to improve sense of safety scores
(Fig. 7.1-10.) (Complete customer satisfaction survey
AOS.)
The SLI provides students the opportunity to learn,
understand, and demonstrate the competencies and qualities
of effective, principle-centered leadership. Out of the 50
community college institutions in Texas, only 5 colleges
(16%) offer comparable student leadership programs, and
AC is the only institution offering it throughout all our
colleges and campuses. SLI’s performance indicators of
leadership education and training include student
34
Figure 7.1-12 Outgoing Transcript Processing Cycle
Time
Figure 7.1-10 Sense of Safety
7.1b Work Process Effectiveness Results
7.1b(1) Process Effectiveness and Efficiency
The CSI is responsible for providing official copies of
students’ academic records (transcripts) upon request. CSI
has been in operation for the past four academic years and
has been providing official copies of students’ records on
behalf of the five Alamo Colleges for the past three and a
half years. Cycle time for posting and evaluating transcripts
and for responding to requests for official transcripts has
been documented. Fig. 7.1-11 shows the cycle time for
posting and evaluating transcripts for the past three
academic years. The number of transcripts processed
increased while the cycle time to process decreased.
AC’s online installment plan is a service offered to
students for the convenience of structured payments online.
This green initiative supports our sustainability policy.
Adoption of the installment plan by students has continually
increased in the last four years, thereby increasing
accessibility to the AC (Fig. 7.1-13). The volume of
installment plans is expected to level off as the remainder of
our students pay cash or receive financial aid. We have
enrolled approximately 60,000 students for the past four
years.
Figure 7.1-13 Online Installment Plan
AC overall cost reduction strategies have included
increasing college class size, installing a new computer
system, soliciting and implementing cost-saving ideas from
employees, providing an early retirement incentive,
centralizing certain operational functions, reducing energy
costs, streamlining publications, applying recommendations
from our internal auditor and Texas State Performance
Review, and reducing duplications across our five colleges.
These strategies resulted in savings and demonstrated our
operational effectiveness (Fig. 7.1-14).
The cost of producing a check, including check stock,
postage, envelopes, toner, equipment costs, and bank
charges, is 400% higher than an ACH (Automated Clearing
House electronic network) transaction. To replace the more
costly paper checks, DSO implemented a pay card along
with ACH payments to pay employees. This initiative
supports our sustainability (going green) program. The
Figure 7.1-11 Incoming Transcript Processing Cycle
Time
Recognizing the need to improve cycle time of outgoing
transcripts, the CSI Leadership Team used a FOCUS PDCA
approach to improve the average time for posting and
evaluating incoming transcripts. The cycle time for outgoing
transcripts has been maintained for the past two academic
years at an average of 4 days for sending out official copies
of requested transcripts. The number of transcripts
requested has decreased, possibly due to the fact that
beginning in the summer of last year, a transcript fee for
each copy of an official transcript was implemented. Fig.
7.1-12 shows the cycle time for sending official copies of
requested transcripts for the past three academic years.
35
goal is to have 100% electronic payments to employees
(Fig. 7.1-15).
that requisitioners would utilize the procurement card.
Because of the implementation of the purchasing
procurement card, we have been able to reduce the number
of POs issued. This is important because customers get
faster turnaround and the cost and effort to process a PO is
eliminated (Fig. 7.1-17). While the average turnaround time
has gone up slightly, this is due to the purchasing agent’s
additional time invested to locate lower cost products and
services to ensure cost savings in purchases (Fig. 7.1-25).
Figure 7.1-14 Cumulative Savings from Cost Reduction
Strategies
Figure 7.1-17 Cycle Time on Purchase Orders
ITS recognizes the criticality of available core software
application systems to the colleges. The colleges rely on
information systems being “up and available” to provide
service to students. ITS has committed to improve attain a
99.99999 up time weekly on already sufficient scores to
almost full availability. Industry standard for uptime on key
systems is 99% (Fig. 7.1-18). As an example 30 minutes of
downtown in any key system represents a score of 99.7. 60
minutes of downtime in any key system represents a score
of 99.14. Downtime of 90 minutes represents a score of
99.11.
Figure 7.1-15 Issuance of Physical Checks vs. ACH
DSO inventories all property at the colleges and DSO
units. In the last three years, DSO has increased efficiency
by using FOCUS PDCA methodology to significantly
reduce inventory losses (Fig. 7.1-16). According to the
ASTM, the acceptable level of non-high-risk property lost,
damaged, or destroyed is 1%, and DSO is at 0.06%.
Figure 7.1-18 Information System Availability (Uptime)
Preventative Maintenance (PM) is defined as regularly
scheduled repair and maintenance needed to keep building
components, such as heating-ventilation-air conditioning
systems, roofs, plumbing, and electrical systems, operating
efficiently and to extend their useful life. National standards
recommend 1% to 5% of Asset Replacement Values (a
range of $10 to $49 million for AC, FY 2014). In recent
years, funding for PM has improved (Fig. 7.1-19), allowing
us to move above the lower 1% limit (appropriate for
funding PM at our smaller colleges). Our upper 5% limit
Figure 7.1-16 Inventory Control Efficiency
Cycle time or the time it takes to process a PO is
assessed for gaps and redundancies. The vast majority of
purchases in the AC are under $50k. Measuring the time
required to process purchase requisitions is a customer
service activity. In 2010, we ramped up efforts to ensure
36
remains our target to reach and surpass national standards of
excellence in PM. Although PM funding continues to be
limited, AC is targeting $21 million in the FY 2018
operating budget for PM.
Figure 7.1-21 Student Tier 1 Call Volume
7.1b(2) Emergency Preparedness
Our reported Clery Crime Statistics are compared to our
in-state peers (Dallas County Community College District)
and our out-of-state-peer (Maricopa Junior College in
Arizona). The comparison was made in two categories:
Crimes against persons and crimes against property, the two
areas where we have the greatest challenges. In 2009, we
saw that we had a challenge with crimes against persons. In
response, we instituted a community policing strategy where
officers made one self-initiated contact per day making the
officers a visible deterrent to crime. We are now the
benchmark for having the lowest crime against persons and
property for like-sized urban colleges (Figs. 7.1-22, 7.1-23).
Figure 7.1-19 Preventative Maintenance
The number of Direct Loan applications has continued
to drop to a low of 4,780 files this year (Fig. 7.1-20). We
encourage students to reduce the amount of loans they apply
for. Student Financial Aid is becoming more efficient in the
processing of its financial aid dollars. As the number of
Direct Loan applications has dropped, so has their
processing time. The time was reduced from 48 days to 39
days in one year. In FY14, Student Financial Aid
implemented a Direct Loan Workflow so students could
submit loan applications online. This workflow has not
only reduced the number of forms collected by Student
Financial Aid but reduced the number of student trips to our
offices by at least 4,000. This approach is part of our green
initiatives.
Figure 7.1-22 Reduction in Crime – Crimes against
Person
Figure 7.1-20 Student Direct Loan Applications
Processed
As a new initiative in 2012, AC contracted with an
external vendor to operate a Call Center to service students
with financial aid questions. The Call Center allowed AC to
expand our hours of availability to students. The Call
Center handles questions that are common to most students.
Calls which require additional data access or special
handling are forwarded to our Student Financial Aid
Offices. The efficiency of calls handled has increased from
91% to 94% (Fig. 7.1-21).
Figure 7.1-23 Reduction in Crime - Crimes against
Property
37
7.1c Supply-Chain Management Results
With a reduction in state funding, every penny saved in
purchases becomes critically important. Purchasing’s
priority is to reduce item costs. Examples of cost reductions
include a less costly substitute item, a new vendor contract,
a cheaper transportation method, or we have negotiated a
lower price with the existing supplier. Fig. 7.1-24 shows a
positive trend in cost savings over the past five years
representing 2.4 million dollars in cumulative savings.
Fig. 7.2-1 shows our overall customer service performance
improvement as an average of DSO units for the last two
years.
7.2-1 Overall College Satisfaction with DSO
In addition to overall customer satisfaction with services
received by all our different DSO customers, we monitor
customer satisfaction by our main customer segments and
subgroups in the areas of ITS, financial aid, AC students, P12 partners, SLI students, business/industry partners, police,
higher education partners served by the Alamo University
Center (AUC), and our own DSO workforce, as presented in
the following Figures.
Figure 7.1-24 Purchasing Cost Savings Initiative
Contract Administration constitutes that primary part of
the procurement process that assures the AC gets the
goods/services delivered at the agreed prices. In a cycle of
improvement addressing implementation of contract
administration duties in 2012, we began to identify and
correct price discrepancies. We are in the third year of this
important initiative which examines contract pricing often
critical to the success of meeting budgetary constraints, the
breakdown of vendor relationships, or costly legal
proceedings (Fig. 7.1-25).
At the AC SP KPI level, DSO monitors CCSSE
responses to their level of satisfaction with the computer lab
service and how important that service is to them to
determine customers’ level of satisfaction with ITS. Fig.
7.2-2 shows the high levels of the “very” and “somewhat”
responses to those two aspects, reflecting the positive
impact of the services provided system-wide by ITS.
Figure 7.1-25 Contract Administration Price Corrections
7.2 CUSTOMER-FOCUSED RESULTS
7.2a Customer–Focused Results
7.2a(1) Customer Satisfaction
DSO continues to make progress in monitoring and
improving overall customer satisfaction, our key
performance indicator of service effectiveness, as calculated
from customer responses to the survey statement "Overall, I
am satisfied with the service provided by this DSO unit."
7.2-2 Student Satisfaction with ITS
While DSO administers more financial aid than nearly
any other community college in Texas, we found that our
customers were not always pleased with the timeliness or
quality of service. We began collecting service data in the
fall of 2010. Beginning in the spring of 2011, we facilitated
required customer service training for all financial aid
38
personnel. Survey results of satisfied students jumped 10
percent in the next year. In October of 2012, Student
Financial Aid was re-organized to centralize the processing
of financial aid and to create a consistent application of
policies and procedures. We are now in the fourth cycle of
collection of satisfaction data. The customer satisfaction rate
for FY14 is 86%. This is a 31% increase since data was
collected in FY11 (Fig. 7.2-3).
Figure 7.2-5 P-12 Partner Satisfaction with AC
Students constitute one of DSO’s customer groups, and
SLI serves them directly by providing the tools and
experience to shape their leadership capabilities. Customer
satisfaction positive ratings by SLI-served students have
continued to increase since FY10 and remained above the
80% target. Assessments of NPS have revealed off-the-chart
scores for the last 3 years, demonstrating high SLI-student
satisfaction with services received (Fig. 7.2-6).
Figure 7.2-3 Student Satisfaction with Financial Aid
In CCSSE comparisons against averages of community
colleges in Texas and the nation, AC students demonstrate
their high levels of satisfaction by their willingness to
recommend AC to others, demonstrating the positive role of
DSO and the colleges in providing students with satisfactory
services, support, and means of engagement (Fig. 7.2-4).
Figure 7.2-6 Satisfaction with SLI Service
While the colleges collect satisfaction data from
business and industry for training provided, the Workforce
Center of Excellence (WCE) collects satisfaction data of
those who use the Center. Figure 7.2-7 demonstrates 100%
satisfaction of center users for the past three years.
Figure 7.2-4 Student Satisfaction with AC
AC hosts quarterly dinners with ISD leaders in an effort
to improve communication and the quality of our
partnership. Every other meeting, the group is surveyed for
their satisfaction with the AC. One of the questions asked is
“My understanding of the importance of community
partnerships for success increased as a result of attending
this outreach.” The data below reflects a favorable trend
from the ISD Superintendents for the past three quarters
(Fig. 7.2-5).
Figure 7.2-7 Business/Industry Group Satisfaction
39
For the past two years, the Police department has
measured customer satisfaction and analyzed data by
customer segment according to location to take action for
improvement. Results for overall customer satisfaction
appear in Fig. 7.2-8
7.2a(2) Customer Engagement
DSO measures the percentage of students who
answer CCSSE question 27 ("How would you evaluate your
entire educational experience?") with "Excellent" and
"Good" as a performance indicator of engagement with
DSO by this customer segment (Fig. 7.2-11).
Figure 7.2-8 AC Overall Satisfaction with Police
Figure 7.2-11 Students’ Educational Experience
Through the AUC, DSO partners with local universities
to provide AC students with opportunities to complete a
bachelor's degree at our facilities. Figure 7.2-9 shows our
higher education partners' levels of satisfaction with the
facilities and other logistic support provided to ensure that
their services at our facility are delivered without issues.
In addition, our growth in number and the strength of
partnerships (reflected by the number of memorandums of
understanding with other educational institutions and the
number of contracts with businesses and industries)
represents a measure of positive customer engagement as
well as favorable DSO market growth. For the last three
years, customer engagement with DSO has increased via the
growth of partnerships with P-12, higher education
institutions, and members of business and industry (Figure
7.5-8).
To enhance engagement with our financial supporters,
the AC Foundation has maintained interactions with donors
every week. Fig. 7.2-12 shows that the Foundation has had
at least 4 weekly interactions with donors for the past three
months.
Figure 7.2-9 Higher Ed Partner Satisfaction with DSO
DSO uses the score for the NILIE PACE survey's
question 51 ("The extent to which I am satisfied with my
overall employment experience at this institution") to gauge
DSO employees' level of satisfaction with DSO services.
Our target is to maintain that score at or above 4.0,
representing a collaborative work environment (Fig. 7.210).
Figure 7.2-12 Foundation Interactions with Donors
DSO uses social media to listen to our customers and to
learn how they perceive our involvement so that we can
enhance customer engagement. Fig. 7.2-13 demonstrates a
continuous increase in communication and interaction with
our customers via use of Facebook and Twitter for the last
five months. Data segmented by gender indicates that
communication with female customers via Facebook is
Figure 7.2-10 Satisfaction of AC by the DSO Workforce
40
7.3 WORKFORCE-FOCUSED RESULTS
7.3a Workforce Results
7.3a(1) Workforce Capability and Capacity Results
A result of workforce rightsizing through retirement
incentive programs has been an increase in productivity in
terms of the number of students per full time employees at
AC. Fig. 7.3-1 shows a trend towards higher productivity
following rightsizing efforts beginning in 2011.
growing at a faster pace, reflecting the current female
majority attending the AC.
Figure 7.2-13 Social Media Use
The NILIE PACE survey asks employees about the
relationship they have with their supervisor, a measure that
contributes to employee engagement. With the goal of
attaining an overall workforce climate of “Collaborative
Leadership,” the AC and DSO has improved in each year
the survey has been administered, with the AC overall
meeting or exceeding benchmarks in each survey (Fig. 7.214).
Figure 7.3-1 Rightsizing and Productivity Trend
Attainment towards the AC mission is evidenced by the
diversity of our valued employees. AC has established an
Affirmative Action Plan (AAP) with the goal of having a
diverse employee population. Fig. 7.3-2 shows the goals
established by the AAP by employee group and the actual
AC minority representation for each. In all employee
groups, with the exception of Tenured Faculty and Adjunct
Faculty the AC meets or exceeds the goals set by the AAP.
7.2-14 NILIE PACE Employee-Supervisor Relationship
Students get impacted by Alamo Colleges Online
(ACOL) customer engagement strategy implementation.
ACOL promotes the enhancement of hybrid and online
education programs across the AC. The six selected
questions from the 2014 Online Student Connectedness
Survey (Fig. 7.2-15) have been selected by DSO as
indicators of student engagement. Their final scores reflect
online program support effectiveness by ACOL.
Student Engagement with Online Learning Service
Instructors promote collaboration between
students in my online courses.
Instructors integrate collaboration tools into online
My online instructors are responsive to my
I receive frequent feedback from my online
My instructors participate in online discussions.
In my online courses, instructors promote
interaction between students.
Overall Student Engagement with Services
7.2-15 First Time Survey of Online Students
Figure 7.3-2 Workforce Diversity Summary (Employee
Ratios)
Fig. 7.3-3 shows the goals established by the AAP by
employee group and the actual female representation for
each. The AC meets or exceeds AAP goals in all employee
groups with the exception of Tenured Faculty, FT Temp
Faculty, Adjunct Faculty, Professional,
Trade/Svc/Maintenance Worker, and Other Staff employees.
Score
3.72
3.72
4.24
4.14
3.95
3.92
3.95
41
7.3-6 Non-faculty Staffing Trends for Full-time Positions
7.3-3 2013 Workforce Diversity Summary for Females
AC is committed to reducing the probability of pay cuts
and layoffs. Programs used to do so include phased
retirement programs, and retirement incentive programs.
Fig. 7.3-4 shows the participation levels in each program by
year, affording the AC opportunities to right size the
workforce and reallocate positions. Trends reflect program
availability and funding levels. For example, in 2011 a
retirement incentive was offered for the first time in several
years in response to state level funding reductions resulting
in high levels of program participation.
7.3-7 DSO Staffing Trends for Full-time Positions
Figs. 7.3-8, 7.3-9, 7.3-10, 7.3-11 show the total turnover
rates for faculty and non-faculty positions and the reasons
for turnover from FY06 – FY14. Total turnover is down
from its peak in 2012, faculty turnover has increased from
2013 – 2014, and non-faculty turnover is down from its
peak in 2011. These trends show the significant role that
voluntary turnover and retirements play at the AC.
7.3-4 Right-sizing Retirement Incentive Impact
The staffing trend charts show the total number of
positions, vacant positions and vacancy rates for faculty and
non-faculty positions at AC overall, and within DSO. At the
AC level, vacancy rates have declined, trending towards AC
targets. At the DSO, vacancy rates have risen over the last
year, trending away from the DSO target, while the number
of filled DSO positions has increased (Figs. 7.3-5, 7.3-6,
7.3-7).
7.3-8 Total Turnover
7.3-9 Faculty Turnover
7.3-5 Faculty Staffing Trends for Full-time Positions
42
7.3-10 Non-faculty Turnover
7.3-13 Employee Complaints
AC tracks EAP utilization rates as a means of
determining awareness and willingness to use this employee
benefit. Trending up on EAP data is favorable, as that
indicates employees are getting assistance they need to deal
with personal issues that otherwise would adversely affect
quality of life, engagement, attendance, productivity and
benefits costs (Fig. 7.3-14).
7.3-11 Distribution of Employee Separations by Type
7.3a(2) Workforce Climate
AC administered the PACE survey in 2008, 2012 and
2013. The survey is now administered on an annual basis,
with the goal of attaining an overall workforce climate of
“Collaborative Leadership.” Since 2008, DSO and AC as a
whole have improved its score in this area, with AC meeting
or exceeding NILIE Benchmarks in each survey (Fig. 7.312).
7.3-14 EAP Utilization Rate
AC measures injury rates based on 100 Full-time
Equivalent employees, which allows us to compare our rates
to those in similar fields or across various employment
sectors using the Bureau of Labor Statistics data. AC tracks
and trends injury rates for the AC. Fig. 7.3-15 shows the
workers compensation injury frequency rate per 100 full
time employees from 2009 to present. Data for 2013-2014
exceeds our goal of .87 workers compensation injuries per
100 employees, and below the industry benchmark of 1.9.
7.3-12 PACE-Overall Climate Results
Figs. 7.3-13 tracks employee complaints (Grievances
and Appeals, EEOC Complaints, and Civil Actions) and the
rate of complaints per 100 employees from FY02 – FY14.
This trend information is important because of reduced
number of complaints the last 3 years during a time when
the organization has undergone substantial change, and
while the productivity rate (students per employee) has been
higher than average over the same timeframe.
7.3-15 Injury Frequency Rate
43
Fig. 7.3-16 shows the number of appeals, civil actions,
grievances and EEOC complaints by year based on
employee separations. This trend information shows a
marked decrease in the number of separation complaints
over the last 3 fiscal years, an indication that employees feel
that the separation process was handled in a fair manner.
7.3-18 ALAS Leadership Development Participation
Understanding the need to provide employees
development at all levels, AC has established a tuition
reimbursement program to provide opportunities for fulltime employees with one or more years of service to take
higher education courses or professional certification
courses that will enable them to further our mission. This
program provides employees with $2,200 in tuition
reimbursement per year (Figs. 7.3-19, 7.3-20).
7.3-16 Separation Complaints
7.3a(3) Workforce Engagement
Engagement factors for AC employees starts in NEO.
We continue to assist new employees make connections to
the AC MVV during orientation and when they arrive at
their assigned campus location (Fig. 7.3-17).
7.3-19 Employee Tuition Reimbursement Participation
7.3-17 New Employee Engagement Assessment
7.3a(4) Workforce Development
The ALAS program (Fig. 7.3-18) is a nine month
program designed to equip, strengthen, and prepare leaders.
Leadership development is focused on key leaders having
the right mind-set, skill-set and tool-set to assist in the
execution of AC top goals aligned to our mission, vision,
and CC. Leadership development at AC is about building
great leaders who build great teams who produce great
results. Since the creation of the ALAS program, 14,994
training hours have been completed.
7.3-20 Employee Tuition Reimbursement Cost per
Employee
The PACE survey asks employees the extent to which
professional development and training opportunities are
available and accessible. Current data demonstrates we are
improving professional development opportunities from the
perspective of our employees (Fig. 7.3-21).
44
7.3-21 PACE Professional Development Opportunities
7.3-23 Overall Satisfaction (AC Combined)
The AC Emergency Sick Leave bank is a benefit for
employees who have exhausted all forms of leave and are
faced with catastrophic illness or injury to themselves or an
immediate family member. The Emergency Sick Leave
bank is comprised of voluntary donations from AC
employees (Fig. 7.3-22). Hours donated and hours awarded
vary from year to year with the AC making regularly
scheduled calls for donations and additional special calls for
donations based on need.
Fig. 7.3-25 shows the average annual HR service rating
by location. The survey population was expanded from a
small group of key HR customers to survey all employees at
least once annually in 2013. Overall ratings are down from a
peak in 2011 in part due to expansion of the survey to
include all employees. In 2009 key HR Customers were
engaged to establish satisfaction factors, such as timely
service, as part of a project to improve HR Customer
service. In the ensuing years the survey has been modified,
and the survey population has been expanded but the core
service factors have remained a part of survey. Fig. 7.3-26
shows these service factors over time.
7.3-22 Emergency Sick Leave Participation
AC analyzed data received from each PACE Survey to
determine which factors were most closely correlated with
an employee’s response to a question that measures overall
satisfaction with their employment experience. The average
score on 4 factors, “spirit of cooperation,” “innovation is
encouraged,” “open and ethical communication,” and
“positive performance motivation” are shown in Fig. 7.3-23,
along with the average score on ultimate satisfaction and
corresponding AC goal in this area.
7.3-25 Overall Customer Satisfaction with HR
7.3-26 Key HR Customer Service Factors
45
We are obligated by law to maintain a workplace free of
sexual harassment and a healthy work environment is
necessary to create a positive work climate and employee
engagement. While training raises awareness and tends to
raise the number of cases reported to investigate,
investigating and resolving sexual harassment creates the
positive environment we strive to maintain (Fig. 7.3-27).
7.4-2 PACE-Policy Guided Work
7.4a(2) Governance
Measures of governance, legal compliance, regulation,
safety and ethics are in a spreadsheet AOS.
7.4a(3) Law and Regulation
Each year AC is required by the Single Audit Act
Amendments of 1996 and OMB Circular A-133 to have a
single audit performed on its federal awards. Additionally,
AC is required to have a single audit performed on its state
awards. Both audits are to determine if AC has complied
with the laws, regulations, contracts and grants applicable to
the federal and state programs. It is management’s
responsibility to establish and maintain effective internal
control over compliance and the audit provides assurance as
to the effectiveness of internal controls over these programs
within AC. If we received a qualified opinion and have too
many findings, it would indicate the inability of the AC to
administer these programs. The goal of the AC is to have
unqualified or “clean” opinions and no findings (Fig. 7.4-3).
7.3-27 Title VII Compliance
7.4 LEADERSHIP AND GOVERNANCE RESULTS
7.4a Leadership, Governance, and Societal Responsibility
Results
7.4a(1) Leadership
The PACE Survey asks employees about “the extent to
which student needs are central to what we do,” a key
measure of employee understanding of the key AC value of
“Students First”. Improvements in this have been seen at the
DSO level and AC overall with each survey, nearing the AC
goal of “Collaborative Leadership” in this area (Fig. 7.4-1).
2010
2011
2012
2013
Unqualified,
except for
Type of Opinion Qualified Unqualified
Unqualified
Qualified on
1 program
N. of Findings
7
6
8
4
$ audited (both
$147.2
$180.5
$160.7
$146.2
federal and
million
million
million
million
state)
Figure 7.4-3 Finance Regulatory
The state of Texas requires an annual financial report
and a financial audit of the report by external auditors. The
report must comply with the requirements of Annual
Financial Reporting Requirements for Texas Public
Community and Junior Colleges as set forth by the THECB.
The report is used by bond rating agencies, taxpayers,
regulators, bond holders, creditors, and the public to
determine if we have presented fairly in all material respects
our financial position and the changes in its financial
position in accordance with generally accepted accounting
principles. Our goal is to have an unqualified opinion and
no findings (Fig. 7.4-4).
7.4-1 Employee Understanding of Student Priority
On the PACE survey, we ask employees “the extent to
which institution-wide policies guide my work”. As we
strive to put out policy review issues in our professional
development opportunities, employees report they are more
engaged in policy (Fig. 7.4-2).
2009
Type of
Opinion
N. of
Findings
2010
2012
2013
Unqualified Unqualified Unqualified Unqualified Unqualified
0
1
Figure 7.4-4 Financial Audit
46
2011
0
0
0
We are obligated by law to maintain a workplace free of
sexual harassment and a healthy work environment is
necessary to create a positive work climate and employee
engagement. While training raises awareness and tends to
raise the number of cases reported to investigate,
investigating and resolving sexual harassment creates the
positive environment we strive to maintain (Fig. 7.4-5).
Figure 7.4-7 PACE Open and Ethical Communication
Ethics training was first required of all full time
employees in 2008 and had a participation of 96%. Even
though the number of full-time employees has trended
downward in recent years, we have consistently reached our
goal of 100% participation since FY10 (Fig. 7.4-8).
7.4-5 Title VII Compliance
7.4a(4) Ethics
Ethics communications plan, written policies and
procedures, and training increases ethics and compliance
awareness and serves as an instrument to educate our
employees on the benefits of making ethical decisions (Fig.
7.4-6 through 7.4-8). A good indicator of the ethics
climate is the annual number of ethics hotline calls
submitted by our employees or students. Our hotline reports
show a downward trend which indicates that faculty,
students, supervisors, and employees are working together
and doing what is right and beneficial for the success of the
AC (Fig. 7.4-6). Our appropriate DSO units (police, HR,
internal audit, legal services, ethics and compliance) review
100% of the cases. When a case is substantiated, it is
investigated. Attempts are made to close cases within 30
days.
Figure 7.4-8 Ethics Training Participation
7.4a(5) Society
Figure 7.4-9 Employee Giving Back Donations
We conduct an annual campaign to support three
important causes within our community: The United Way
providing critical health and human services; the Fund
supporting arts and cultural events; and The AC Foundation
providing scholarships and educational programs for
students. Through the campaign, our employees build a
culture of philanthropy to give back to the community by
enhancing the economic well-being and quality of life of our
citizens. Fig. 7.4-9 demonstrates our giving trends
Figure 7.4-6 Ethics Hotline Reports
Another indicator of the AC ethics climate is the rating
given by employees to the NILIE PACE survey statement
16, “The extent to which open and ethical communication is
practiced at this institution” (Fig. 7.4-7).
47
compared to other higher education entities in San
Antonio. We are striving to increase our number of
participants as well as the average gift size (per capita).
As part of its commitment to provide Bexar County with
an educated citizenry, the AC makes available the
opportunity for dual credit enrollment. High performing
high school students earn college and high school credit
concurrently. Student tuition is waived by the Alamo
Colleges. The value of the dual credit waiver (scholarships)
was 11.3 million in 2011, 12.7 million in 2012 and 12.6
million in 2013 (Fig. 7.4-12).
DSO and AC have a proven record in energy cost
savings. Fig. 7.4-10 shows the positive cumulative savings
for the last 12 years of approximately $13.5 million.
Through process improvement and innovation, we have
implemented a variety of energy savings measures,
including system-wide adoption of four-day work weeks
every June and July, shut down of facilities on holidays,
turning off lights in vending machines and digital signage
after hours, implementation of the Texas A&M University
Energy System Laboratory Continuing Commissioning, and
implementation of energy audits.
Figure 7.4-12 Dual Credit Enrollment
7.4b Strategy Implementation Results
To ensure systematic strategy alignment and
implementation, all DSO units under their corresponding
five divisions (AS, SS, EWD, FA, and PPIS) as well as the
unit under the BoT (Internal Audit) and the five units from
the office of the chancellor (OTC) (BoT Liaison,
Community Partnerships, Ethics and Compliance, Legal
Services, and Foundation) prepare, modify, manage, and
complete unit action plans. The rate of successful unit action
plan completion appears in Fig. 7.4-13.
7.4-10 Cumulative Energy Savings
Through the management of grants, the
International Programs unit helps develop our capacity to
ensure that international and local students receive
acculturation, study skills, language support, technology,
communications, social groups, networks, and other
learning experiences to integrate them into the larger
community of the colleges. They also help strengthen
partnerships, facilitate collaborative planning, and generate
employment. No clear Texas benchmarks exist for
international grants. Thus, we measure the success of one
year’s programs against those from the previous year with a
unit action plan target of 5%-10% increase in revenue from
grants. Fig. 7.4-15 shows our growing success in generating
grant revenue since 2011.
Figure 7.4-13 DSO Unit Action Plan Completion Rate
DSO leaders track results for key measures of the
achievement of our SP’s strategic objectives and
corresponding long-term plans and annual AP. To monitor
implementation and achievement of principle-centered
leadership (our second strategic objective) and those plans,
we collect and analyze CCSSE and NILIE PACE survey
data for two of our major customer segments: students and
the workforce (Fig. 7.4-14, Fig. 7.4-15). CCSSE's question
12 and NILIE PACE's overall climate score and selected
statements are DSO's key measures for our leadership longterm goals and action plans. The chosen items of CCSSE’s
question 12 are 12c (How much has AC contributed to your
Figure 7.4-11 International Programs Grants
48
writing clearly and effectively?), 12d (your speaking clearly
and effectively?), 12e (thinking critically and analytically?),
12h (working effectively with others?), 12i (learning
effectively on your own?), 12l (developing a personal code
of values and ethics?), 12m (contributing to the welfare of
your community?), and 12n (developing clearer career
goals?). The selected NILIE PACE statements are 11 (extent
to which institution teams use problem solving techniques),
16 (extent to which open and ethical communication is
practiced at this institution), 22 (extent to which this
institution has been successful in positively motivating my
performance), 25 (extent to which spirit of cooperation
exists at this institution), and 48 (extent to which innovation
is encouraged at the institution). CCSSE’s 90% quartile and
NILIE PACE’s 2013 norm are used as benchmarks.
Questions 48 and 51 are custom questions without a NILIE
PACE norm as benchmark.
transparency and full disclosure. The review is conducted
by an expert in financial reporting at the GFOA, along with
three reviewers across the nation in higher education.
Annual Financial Report
2008 2009 2010 2011 2012 2013
Submitted Alamo Colleges
financial report
No
Yes
Yes
Yes
Yes
Yes
Earned Certificate
No
Yes
Yes
Yes
Yes
Yes
Figure 7.5-1 Excellence in Financial Reporting
In addition to awards in financial reporting, AC has
earned the Distinguished Budget Presentation Award each
year since 2010 from the GFOA (Fig. 7.5-2). This
prestigious program recognizes conformance with the
highest standards for preparation of state and local
government budgets. The budget document must meet
program criteria as a policy document, as an operations
guide, as a financial plan, and as a communications device.
The document is judged by three experts across the nation.
Budget Document
2009- 2010- 2011- 2012- 20132010 2011 2012 2013 2014
Submitted Alamo Colleges budget
document
Yes
Yes
Yes
Yes
Yes
Earned Distinguished Budget
Presentation Award
No
Yes
Yes
Yes
Yes
Figure 7.5-2 Excellence in Budgeting
A grade is given to bonds that indicate their credit
quality. Bond ratings are expressed as letters ranging from
“AAA” which is the highest grade to “C” which is the
lowest grade. AC issues bonds to pay for and maintain
property, buildings, and land. Ratings are reviewed and
issued when we plan to issue new debt through bonds in the
market. The goal is to have “AAA” rating by two nationally
recognized rating agencies. Dallas County Community
College District (DCCCD), our benchmark, is rated “AAA”
by both Moody’s and S&P. We have a triple A rating from
Moody’s (Fig. 7.5-3).
Figure 7.4-14 Favorable Responses to CCSSE Q. 12
Rating
Agency
Moody’s
2008
Aa2
2009
Aa1
S&P
AA
AA+
Figure 7.5-3 Bond Rating
2010
2011
2012
2013
Aaa
Aaa
Aaa
Aaa
AA+
AA+
AA+
AA+
The financial vulnerability ratio indicates our ability to
cover operating expenses with unrestricted resources. The
formula is unrestricted net assets divided by total operating
expenses. The target is greater than 0. If the target is too
high, it shows the organization is not taking advantage of
opportunities to use existing resources to invest in future
benefits. If the target is consistent, it indicates
management’s ability to manage changing financial
landscapes. Between 0 and .99 is very good. Less than 0
means the institution does not have enough reserves for
daily transactions (Fig. 7.5-4).
Figure 7.4-15 NILIE PACE Responses by DSO Workforce
7.5 FINANCIAL AND M ARKET RESULTS
7.5a Financial and Market Results
7.5a(1) Financial Performance
To demonstrate financial transparency to its faculty,
staff, students, taxpayers, and other stakeholders, we prepare
two documents each year: a financial report and a budget
encompassing projections and actual results for budgetary
control. AC has earned from the Government Finance
Officers Association (GFOA) a Certificate of Achievement
for Excellence in Financial Reporting each year since 2009
(Fig. 7.5-1). This nationally recognized program requires
AC go beyond the minimum requirements of generally
accepted accounting principles to prepare comprehensive
annual financial reports that evidence the spirit of
49
Figure 7.5-6 Foundation Assets
Figure 7.5-4 Financial Vulnerability Ratio
7.5a(2) Marketplace Performance
DSO has developed a composite financial index that
represents our institutional financial health. It is based on
Return on Net Assets, Operating Margin, Primary Reserve,
and Viability Ratio. Our annual target is to maintain the
index above 2.0 (Fig. 7.5-7). The full composite financial
index is AOS.
Fig. 7.5-5 indicates the percent of institutional support
expense as a percentage of the total operating expense. The
average for the 50 community colleges in Texas is
14.11%. We have moved slightly above this average
because we made a conscious and deliberate decision to
invest in safety and security, student success, and customer
service initiatives. AC seeks to reduce its institutional
support expenses as a percent of total operating
expense. The target is to be below the benchmark of
DCCCD, a similarly sized urban college district.
Figure 7.5-7 Composite Financial Index
Fig. 7.5-8 shows DSO's three-year market growth,
represented by our increase in partnerships with P-12,
higher education institutions, and business/industry
representatives.
Figure 7.5-5 Inst. Support Expenses/Total Op. Expenses
The strength of a community college Foundation can be
judged in part by its ability to not only raise funds for
current needs, but also grow its total assets by raising funds
for its permanent endowment and showing prudent
management of the endowment and the increase in earnings.
The Foundation has demonstrated considerable asset growth
in the past four years (Fig. 7.5-6). Our benchmark is
DCCCD, the community college system with the largest
Foundation assets in Texas.
Figure 7.5-8 Market Growth and Customer Engagement
as Partnerships Increase
50