State Board for Community and Technical Colleges Page 1

A
ABE: Adult Basic Education
B
Biennium: Washington State operates on a two-year
(biennial) basis, beginning July 1 st
of each odd-numbered year.
C
Chapter 28B.50 RCW: Washington's Community and
Technical College Act of 1991 provides for a state system of community and technical colleges separate from both the public secondary schools and four-year institutions.
The act requires that the colleges "offer an open door to every citizen, regardless of his or her academic background or experiences, at a cost normally within his or her economic means" (RCW 28B.50.020(1)).
CFD: The Combined Fund Drive is Washington’s workplace giving program for active and retired public employees. The program allows employees to make donations via check and payroll deduction to their favorite local, national, and international charities.
D
DIS: Department of Information Services
DOP: Department of Personnel
E
EAP: Employee Assistance Program
EBB: Washington State Executive Ethics Board eLearning: eLearning is learners and faculty using the unique affordances of digital, networked technologies to connect with other learners to share and re-mix content, data and ideas in new ways, with new learning models, in flexible, anytime, anywhere learning spaces. eLearning technologies support learning for everyone -- not just students at a geographical distance from the college.
Elluminate: Web conferencing software that provides individuals with the ability to talk and see each other in real-time, text chat, file and application sharing, and other features.
ESD: Employment Security Department
Executive Team: The SBCTC’s executive team is comprised of the agency’s executive director, associate director, executive assistant, and three deputy executive directors responsible for the Education, Finance, and
Information Technology divisions.
G
GA: Department of General Administration
H
HECB: Higher Education Coordinating Board
HR: Human resource
Hybrid: Hybrid courses replace some – but not all – classroom time with online learning.
I
I-BEST: Integrated Basic Education and Skills Training
ISB: Washington State Information Services Board
IT: Information Technology
ITV: Interactive video conferencing
K
K20 network : Founded in 1996, the K20 network is the nation’s first high-speed, high-capacity network linking colleges, universities, K-12 school districts and libraries statewide. The K20 network provides video and data services to over 2,500 schools and colleges throughout the state.
L
Listserv: A listserv is an electronic discussion group based on common interests that uses a mailing list to distribute messages to all members’ electronic mail boxes.
L&I: Department of Labor and Industries
O
OFM: Office of Financial Management
P
PDC: Public Disclosure Commission
PDP: Performance and Development Plan
R
RCW: Revised Code of Washington
State Board for Community and Technical Colleges Page 2

S
SAO: State Auditor’s Office
SBCTC: The administrative and program office of the
State Board for Community and Technical Colleges.
State Board: The State Board for Community and
Technical Colleges has nine members appointed to fouryear terms by the Governor with the consent of the
Senate. In making appointments, the Governor is required to consider geographic balance and the representation of labor, business, women, and racial and ethnic minorities. At least one member of the board must be from business and one from labor. Two must be from
Eastern Washington. Board members must be citizens and residents of the state. The State Board is required to provide "general supervision and control over the state system of community and technical colleges."
System Direction: The State Board has three broad goals to guide the system over the next 10 years. Attention to these goals provides the two-year colleges and the
SBCTC with a framework for system innovations and development, pursuit and use of resources, and measuring system progress.
T
TACTC: The Trustees Association of Community and
Technical Colleges is comprised of all the trustees of the
30 two-year college districts in Washington and is the
"trade association" for trustees. TACTC provides support and coordination for trustees in the areas of education, communication, and advocacy.
W
WACTC: The Washington Association of Community and Technical Colleges is the organization of community and technical college presidents. With its commissions, it develops policy recommendations to the State Board and to the system.
WAOL: WashingtonOnline is a system-wide service provided by the SBCTC. WAOL provides a platform for colleges to share course content, open textbooks, and online course enrollments so that students enrolled in one college can take online classes offered by another.
Colleges also use the WAOL platform to support their own online, hybrid, and web-enhanced classrooms where faculty and students can read assignments, take quizzes, post grades, develop and share ePortfolios, and collaborate through online class discussions and webinars.
WAOL also provides 24/7 technical support, and professional development for faculty and staff.
Web-enhanced courses: Web-enhanced courses meet in regular class sessions, but use online resources for additional student-teacher and student-to-student interaction, posting of assignments and course materials.
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stakeholders from three divisions: Education; Finance; and Information Technology. Primary services of the office are listed in Figure P.1-1.
P.1a(2) Organizational culture: The SBCTC’s culture is embedded in the System Direction vision, mission, and values listed in Figure P.1-2.
P.1a Organizational Environment: The State Board for
Community and Technical Colleges is responsible for administering the Community and Technical College Act and providing leadership and coordination for Washington’s public system of 34 community and technical colleges. The
State Board office (SBCTC) is governed by a nine-member board (State Board) appointed by the Governor.
On July 1, 2009, fiscal oversight and responsibility for the
Center for Information Services, a shared IT consortium established by the colleges and located in Bellevue,
Washington, completed its transition to the SBCTC. Given the recent merger, and current work underway to assess the structure, vision, and integration of the office with the
SBCTC’s IT division in Olympia and the agency’s strategic technology plan, IT-Bellevue is not included in the overall scope of this application.
SBCTC employees are hard-working, motivated, and committed to the system’s vision and agency mission. As such, the agency’s operating environment is high energy, service-oriented, data-driven, and highly collaborative, where colleagues freely share ideas and information.
College data and results drive policy initiatives and resource requests, allowing the SBCTC to develop a strong reputation with decision-makers and stakeholders.
Employees view their success through the collective accomplishments of the college system and are proud that the Governor and Legislature highly regard the system, our agency, and its employees. Staff notes a strong sense of accomplishment, community, and satisfaction in the organization.
For the 2007-09 biennium, the SBCTC administered over
$1.4 billion in state operating budget resources, $524 million in construction funds, and an additional $70 million in grants and contracts for the community and technical college system. 99% of total state operating budget appropriations supported education and training provided by community and technical colleges and community-based organizations. The remaining 1% was used for the SBCTC’s administrative and program support expenses.
P.1a(3) Employee profile: The SBCTC has 95 employees in the following locations: Olympia (87 employees),
Spokane (4 employees), and four other regional locations (4 employees). The agency has a highly educated workforce as represented in Figure P.1-3.
Key employee benefits are established by the state. Benefits include medical, dental, disability and life insurance programs, defined contribution and benefit pension plans, shared leave, and other common benefit plan features. The office also accommodates telecommuting and flexible schedules where feasible.
P.1a(1) Primary services and delivery mechanisms:
The SBCTC deploys its services to the colleges and other
Figure P.1-1 Primary Services
Technical and Policy Support for College Operations

Establishing standards for college operations;

Determining the most appropriate allocation methodology for legislative appropriations consistent with system direction goals and legislative direction;

Disbursing federal grants to the college districts and ensuring compliance with grant-making entities;

Establishing and administering criteria and procedures for all capital construction within the college districts;

Encouraging innovation in the development of new educational and training programs and instructional methods;

Conducting research and disseminating research findings;

Providing information technology and online learning services to the college system, stakeholders, and partners; and

Providing primary staff support to the State Board and system associations, commissions, councils, and task forces.
Strategic Visioning

Developing the System Direction vision and 10-year goals for community and technical college education and training in the state with guidance from the State Board and in consultation with college system representatives; and

Preparing annual work plans in support of the System Direction vision and goals.
Advocacy and Resources

Maintaining agency partnerships and serving as an advocacy and information resource to decision makers and others on system priorities, data, and research to support statewide policy development; and

Preparing operating budget, capital budget, and legislative policy requests for submittal to the Governor and the
Legislature representing the needs of the entire two-year college system consistent with the System Direction vision.
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Figure P.1-2 Vision, Mission, and Core Values
STATE BOARD SYSTEM DIRECTION VISION
Build strong communities, individuals and families, and achieve greater global competitiveness and prosperity for the state and its economy by raising the knowledge and skills of the state’s residents.
SBCTC MISSION
We support and empower the Washington State
Community and Technical Colleges to increase higher education opportunities and student participation through advocacy, resources, information, leadership, and accountability.
SBCTC VALUES
Customer
Service
We strive to provide the highest level of internal and external customer service through responsiveness, flexibility, reliability, and accuracy.
Integrity We are honest, accountable, and authentic.
Humor &
Exuberance
We appreciate balance in our work and personal lives. We value the ability to grow, laugh, and enjoy each other.
We create opportunities for staff Expertise members to use their expertise and knowledge through collaborative teamwork.
Communication We communicate openly, ask questions, and share information transparently, broadly, candidly, and skillfully.
People Matter We value the contributions and perspectives of each diverse individual in creating a supportive, caring, positive, and respectful environment.
The SBCTC encourages staff development, as well as personal and professional growth. Internal and external training opportunities are offered each year to build employee competencies and develop leadership capacity.
An employer-sponsored tuition reimbursement program and participation in the State Employee Tuition Waiver program provide further potential for personal and career growth.
The SBCTC also sponsors a year-long leadership institute open to all employees. The institute began in 2005 with the premise that leadership can occur from any level or person within the organization. Institute participants are engaged in interactive and simulated learning experiences that blend leadership theory and practice. At the end of each program year, graduates provide feedback and suggestions to improve learning outcomes and experiences for the next institute cohort.
SBCTC employees were surveyed in April 2009 to determine their primary workforce requirements and expectations. See Figure P.1-4.
Figure P.1-3 SBCTC Employee Profile
Employment
Status
Administrative Exempt
Exempt Prof’l/Technical
Classified
0-2 years
2-5 years
Tenure 5-10 years
10-15 years
Over 15 years
Female
Gender
Male
African American
Asian/Pacific Islander
Hispanic Race
Native American
Caucasian
20 +
30 +
Age Group 40 +
50 +
60 +
Doctorate
Master’s
Bachelor’s
Associate Education Level
Some college
High school diploma
Trade certificate
Disability Status Disabled
Military Status Veteran 6%
Figure P.1-4 Workforce Requirements and Expectations
17%
22%
38%
21%
5%
31%
34%
8%
15%
2%
4%
4%
71%
29%
2%
4%
4%
2%
87%
2%
5%
64%
31%
14%
24%
29%
17%
16%
General Requirements and Expectations

Communication of critical information

Timely and appropriate feedback and recognition

Meaningful opportunities to provide input

Clear expectations and appropriate level of direction from supervisors

Supportive, safe, and respectful work environment

Opportunities for staff development
Additional Health and Safety Requirements

Appropriate work place ergonomics

Personal safety, emergency preparedness, and security
P.1a(4) Major technologies, equipment and facilities: The
SBCTC leases two offices: the agency’s headquarters office in Olympia and a second office in Spokane. In addition, four employees work in other regional off-site locations.
The agency’s technical infrastructure includes:

Approximately 150 desktop and laptop computers running Windows Vista;

16 Windows 2003 Servers host email services, file and print services, web applications, and database services;

A sophisticated network-connected telephone and voice mail system with desktop computer integration;
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
Agency network connected to the internet via 10MB fiber-optic K20 network connection secured with various firewall, router, and switching devices;

Private and localized public wireless networks; and

Climate controlled data center with automated environment monitoring.
The SBCTC’s information technology team in Olympia supports 28 web-based applications along with a system wide data warehouse. These support student-centered activities, data collection for federal programs, state and federal reporting, policy development, and general business functions. To maximize resources and increase access, the SBCTC provides system wide student access to online learning through WashingtonOnline (WAOL); 24/7 help desk services to support colleges’ online and hybrid learning activities; web, Elluminate, and interactive video conferencing (ITV) for system meetings; and professional development for college employees via the web and
Elluminate.
P.1a(5) Regulatory environment: Chapter 28B.50 RCW establishes the community and technical college system, its governing board, and the duties and powers of the executive director to employ a staff .
As a state agency, the SBCTC complies with all applicable laws governing operations and rules issued by the state’s
OFM, DOP, L&I, GA, DIS, SAO, and PDC. This includes state accounting guidelines, budget instructions, performance measurement, audit and reporting, hiring procedures, workplace safety, contracting, leasing, purchasing, travel, ethics, and environmental sustainability. The agency also complies with applicable federal laws and rules set forth by grant-making entities. While the SBCTC is not a Governor’s cabinet-level agency, the executive director fully participates in cabinet meetings and activities.
P.1b Organizational Relationships
P.1b(1) Organizational structure and governance system:
Figure P.1-5 depicts the structure of the community and technical college system. The State Board employs an executive director who serves at their discretion as its executive officer, secretary, and administrator of the
Community and Technical College Act. Local boards of trustees are appointed by the Governor to oversee college districts.
Operating under the authority of the presidents’ association
(WACTC) is a system of commissions and councils representing the functional areas of college operations. Each commission and council has at least one SBCTC staff liaison who assists in connecting groups to each other and to the overall System Direction. Additionally, a number of committees and task forces comprised of college system representatives (not represented in Figure P.1-5) have been created by the State Board to assist in writing system-wide plans for achieving system goals, identifying and analyzing policy issues, and ensuring consistent sharing of information.
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The SBCTC executive director employs three deputy executive directors to provide division-level policy guidance, planning, and decision-making impacting the overall direction of the agency. A meeting structure, described in
Figure 1.b has been devised to engage employees at all levels of the agency to discuss policy development, legislative strategy, and internal office business. The leadership and meeting structure provides opportunities for cross-divisional collaboration.
The SBCTC and the community and technical college system are also subject to ongoing direction and oversight by the state Legislature and federal grant-making entities. The agency works closely with the state’s federal congressional delegation, the Governor, the Legislature, and their respective policy and fiscal staff on issues impacting the community and technical colleges, workforce development in our information and innovation-based economy, and the overall higher education system.
P.1b(2) Key customer and stakeholder groups, requirements and expectations: As shown in Figure P.1-6, the agency’s primary customers are the state’s public community and technical colleges and their students.
Figure P.1-6 Customer and Stakeholder Expectations
Customer Groups

34 community and technical
Requirements/Expectations

Clear, timely colleges and their students

WACTC

TACTC

Commissions and councils

Faculty and classified staff unions

Other college employees

Private career schools

Community-based organizations communication

Meaningful opportunities for

 participation and input
Transparent decisions
Accurate data and information

Strong relationships

Advocacy

Training
Stakeholder Groups

Taxpayers

Employers

K-12 schools

Other higher education institutions
Requirements/Expectations



Accountability
Access to information and resources
Policies and activities that promote student success, economic development, and responsiveness to community needs
P.1b(3) Partners and collaborators: The SBCTC has several key partners and collaborators who play a role in its work systems, the delivery of services to its customers, as well as its innovation processes. See Figure P.1-7.
Their primary roles include: advisors, evaluators, funders, contributors of services, partners for advocacy, and contributors to process improvement.
Figure P.1-7 Partners and Collaborators
Partners and Collaborators

Legislature

Governor and OFM

Higher Education

Department of Social and

Health Services
Employment Security

Board

Council of Presidents

Office of the
Superintendent of Public

Coordinating Board
Workforce Training and
Education Coordinating
Instruction
Business and Labor
Department

Department of Corrections

Department of Commerce

Department of Early

Learning
Department of Labor &
Industries

Nursing Commission

National Associations

Workforce Development (Apprenticeship trusts)
Councils

Economic Development
Councils
P.1b(4) Communication mechanisms: The SBCTC uses a variety of communication mechanisms to interact with key customers, stakeholders, partners, and others. Beyond the standard communication tools of most state agencies, the
SBCTC has embraced the use of ITV and Elluminate.
Additionally, the staffing of various councils, commissions, and other systems groups, as well as participation in campus events and activities by SBCTC employees contribute significantly to timely and accurate flow of information between the SBCTC, its customers, and others.
P.2 ORGANIZATIONAL CHALLENGES
P.2a(1) Competitive environment: The roles and responsibilities of the State Board are broadly defined by statute and provided solely to the State Board. Therefore, competition relative to the operation of the agency comes in the form of competition for limited state resources. Our competitors for state resources include other public higher education institutions and state agencies funded from state general revenues. Many of these competitors are also identified as our partners and collaborators in Figure P.1-7.
The agency often serves as liaison between colleges and state regulatory and central service agencies. Our close relationship with the colleges puts the SBCTC in a good position to provide a unified voice to other state agencies, the
Governor, Legislature, and media.
As the sole agency charged with oversight of the community and technical colleges, administrative costs are carefully constrained and program support to colleges is driven by need and demand.
P.2a(2) Principal success factors: Several success factors influence the SBCTC’s ability to effectively advocate for limited state resources including:

Staff expertise;

Skillful communication of data demonstrating the effectiveness and efficiency of the college system in
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delivering educational programs and services of value to
Washington’s citizens;

Development of statewide initiatives and model processes related to student achievement, technological innovation, capital budgeting, and other best practices;

Unique college mission areas relative to higher education competitors;

Student profile/mix targeting underserved populations and regional employer needs; and

Geographically disbursed colleges leading to broadbased relevance with legislators, employers, and local communities.
Key changes affecting the community and technical college system and the SBCTC include:

State and national fiscal crisis necessitates increased efficiency, effectiveness, accountability, and transparency;

Changing state and student demographics;

Increased emphasis on student achievement;

Growth in online education; and the

Information and innovation-based 21 st
century economy and employer needs.
P.2a(3) Sources of comparative data: To date, the SBCTC provides meaningful comparative data for colleges to measure their success. College-level metrics include statewide budget data, enrollment reporting, student success measurements, graduation and completion performance data, and national reporting data. The SBCTC recognizes the need to establish baseline data specific to the agency’s primary services and internal processes, separate from college success measures. Current comparative data for the SBCTC includes statewide budget data reflecting the agency’s success in advocating for state operating and capital budget resources, data on the passage of legislation impacting the colleges, human resource data, and community outreach, such as
Combined Fund Drive data.
P.2b Strategic challenges: The SBCTC considers the following to be its key business, operations, and human resource strategic challenges:

Protecting and expanding the resource base of the system.
An unstable and declining fiscal environment exists, with increased competition for limited state resources. Optimizing resources through process improvement and enhanced technology is required to sustain the overall vision and mission.

Balancing the creative tension that exists between colleges operating locally to serve their communities and the State Board’s role of setting policy direction for the entire system based on a statewide vision .
There are differing views on the appropriate balance between local college-level control and centralized control at the State Board.

Developing creative and innovative solutions to critical issues facing the system, while maintaining efficiency and accountability.
The college’s operating environment is becoming increasingly complex and is continually changing. Attention must be paid to emerging trends and innovations to stay relevant, seize opportunities, and maximize value during periods of declining resources. This is coupled with a growing movement in the public sector to increase accountability through the use of performance management tools .

Improving communication and coordination, both internally and externally.
Agency staff and customers require clear and timely communication. The SBCTC communicates a large volume of data and information to its customers on a regular basis through a variety of communication mechanisms. Dissemination of accurate and consistent information allows better transparency for customers.

Recruiting, compensating, developing, retaining, and celebrating a high quality, diverse workforce.
The
State Board’s workforce is graying with 59% of its employees over the age of 50 (See Figure P.1-2,
Employee Profile).
Colleges and state agencies are the
SBCTC’s primary competitors for qualified staff. In addition, declining state resources have resulted in greater workloads for employees.
P.2c Performance improvement system: In general,
SBCTC performance is measured by advocacy for and collective accomplishments of the community and technical college system. The SBCTC relies heavily on feedback and direction from State Board members, college personnel, partner agencies, and system group leadership to determine funding, policy, research, partnership building, operations, and system development performance.
Performance indicators for these areas are:

Funding – garnering resources to support activities at colleges that achieve system goals;

Policy – providing policy and incentive-supporting activities to reach system goals;

Data and research – conducting research and providing information for informed decision-making and to improve oversight and services to the colleges;

Partnerships – building state level alliances supporting state and local implementation and achievement of system goals;

Operations – providing processes and mechanisms that facilitate implementation of local activities; and

System development – providing training and technical assistance that support implementation and goal achievement.
Each division uses data and feedback to review processes and improve services. Information about how the system is progressing is shared throughout the agency through different forums, encouraging a collaborative approach to continuous learning and improvement within the SBCTC.
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1.a How do Senior Leaders set organizational vision and values?
The State Board established a vision and 10-year goals for the community and technical colleges in its System
Direction adopted in September 2006. Following adoption by the State Board, the SBCTC held an all-staff retreat to celebrate employee contributions and explore ways to improve internal and external operations. One of the retreat recommendations was to develop mission and value statements for the agency to focus staff efforts on implementation of the State Board’s vision and goals for the college system. A staff committee was formed under the guidance of the executive director to design and administer a collaborative process for involving all employees in development of mission and value statements. The SBCTC adopted the mission and values outlined in Figure P.1-2 in the winter of 2007. for decisions, support priorities, and have their input heard;

The ability for staff to attend meetings based on agenda items pertinent to their work;

Access to information, decision-makers, processes, and exchange of information;

A clear purpose and agenda along with clear
 communication about attendance expectations; and
The opportunity to recognize employee achievements, contributions, and tenure.
Figure 1.b provides an outline of the revised meeting structure, purpose, audience, and frequency. In addition to the meeting structure, members of the executive team provide periodic email updates to staff on important issues facing the agency, the State Board, and colleges. The executive director also meets with new employees shortly after appointment to the SBCTC staff team to share perspectives and encourage future contact as colleagues.
1.b How do senior leaders communicate with and engage the entire workforce?
1.c Describe how your organization addresses its responsibilities to the public and ensures ethical behavior?
An outcome of the September 2006 staff retreat was a recommendation to review and revise the office meeting structure to improve internal communications and ensure that meetings provided the following:
The agency’s activities are monitored by the State Board, the Legislature, the Governor, and several state agencies having oversight responsibilities over state government including, but not limited to, the SAO, OFM, PDC, EEB,

A forum for staff to hear about agency initiatives, understand issues and expectations, establish a context
Figure 1.b State Board Office Meeting Structure and the ISB.
Meeting Description
All Staff: The purpose is to inform staff of significant policy and management happenings of the State Board, recognize employees, and exchange thoughts
Participants
All employees
Frequency
Monthly and ideas across divisions and agency-wide.
Work Unit: The purpose is to discuss unit projects, individual staff assignments, significant policy and management happenings that impact the unit, and external impacts that may affect interaction with the colleges.
Division: The purpose is to discuss division-level work plans, share issues and proposals, seek input, recognize division employees, and provide updates on issues discussed at State Board, college system, and division directors’ meetings as appropriate.
Policy Direction: The purpose is to inform the group of major developments, projects, reports, or findings in major work unit areas, share issues and proposals, seek input, and discuss progress on system goals.
Work unit staff with unit supervisor
Division staff with division deputy executive director
Designated policy staff with executive team;
Others at their option.
Varies
Twice monthly
Monthly excluding legislative session
Legislative Strategy: The purpose is to discuss legislative activity, progress, and strategy, as well as ensure testimony where needed. Policy Direction meetings are suspended during the legislative session as that content is covered here on a weekly basis.
Management Team: The purpose is to discuss workplace and mission issues, interdepartmental communications, decision processes, lessons learned, and overall direction of the agency.
Division Directors: The purpose is to discuss overall direction of the agency and the contribution of each division’s activities to support the System
Direction.
Those responsible for tracking legislation
Mid-level managers with executive team
Executive team
Weekly during the legislative session
Twice monthly
Twice monthly
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The SBCTC conducts on-going reviews of its policies and administrative rules to ensure compliance with state and federal laws. Agency policies, including the SBCTC’s ethics policy, are contained in an employee handbook and are reviewed and updated as needed. New staff members are required to complete new employee orientation which includes reviewing and signing off on agency ethics, sexual harassment, workplace violence, drug free workplace, and domestic violence policies, as well as receipt of the employee handbook. The employee handbook is available in an electronic format on a shared computer network drive for easy access by all staff.
Economic Demand - Strengthen state and local economies by meeting the demands for a well educated and skilled workforce.

Continually reassess the knowledge and skills needed for a thriving economy at local and state levels.

Meet the needs of changing local economies by increasing the number of skilled employees in the areas of greatest unmet need.

Support strategic industries by appropriately focusing program growth and development.

Meet the unique needs of innovative, entrepreneurial people who are operating small businesses, working as creative, independent contractors in the knowledge-based society.

Be responsive to the changing needs of the business community by offering high quality, relevant, flexible programs.
The agency’s human resource director routinely communicates the provisions of the SBCTC’s ethics policy during annual training and new employee orientation, through annual distribution of the policy to all employees, and in periodic updates or reminders shared with employees at All Staff meetings and via email. The ethics policy includes a statement that a violation may result in disciplinary action, including dismissal. The responsibility and involvement of the human resource office in all disciplinary actions ensures consistent application of agency policies and consequences.
Discussion with the agency’s appointing authority ensures a measured and reasonable response to confirmed violations. Also shared with employees annually is the state’s Whistleblower Law which provides a formal mechanism for state employees to report suspected improper governmental activity to the SAO.
Student Success - Achieve increased educational attainment for all residents across the state.

Enroll more underserved populations.

Improve academic achievement for all students.

Ensure community and technical college is affordable and accessible, especially for basic skills and parttime students, by developing bold, creative and innovative methods, including low tuition, need based tuition waivers and restructured financial aid.

Provide smooth transitions from K-12 to colleges and universities.
 Expand the pipeline to associate and bachelor’s degrees, particularly in math, science, engineering and health sciences.
The SBCTC implements standard process controls for internal financial functions including standard login procedures, separation of duties, and electronic access control to payroll, accounts payable, and accounts receivable functions. These process controls are reviewed for adequacy by the State Auditor’s office. The agency also maintains a system of internal controls to protect department assets including annual inventory of technology equipment and other property.
Additionally, the SBCTC complies with the federal
Family Educational Rights and Privacy Act to assure the confidentiality of student record information.
2.a What are your key strategic objectives?
Innovation Use technology, collaboration and innovation to meet the demands of the economy and improve student success.

Recognize and adapt to the changing nature of how people learn, how they access information and communication by making technological advancement part of the system’s strategic direction.

Ensure state-of-the-art, lifelong education that is relevant, convenient and efficient.

Produce better education that meets the needs of local communities by taking full advantage of cost effective partnerships and leveraging outside resources.

Accomplishment of these goals rests upon the shoulders of our faculty and staff. They are essential to innovation in our colleges. In September 2006, the State Board adopted 10-year goals in collaboration with the two-year colleges and other system providers. The SBCTC translates those goals into annual work plans and organizes the work within each division and work unit in pursuit of the goals. The 10year goals include:
The System Direction includes four principles to guide decision-making as community and technical colleges make progress toward achieving system goals.
1.
The State Board sets policy direction for the system in collaboration with colleges and other system partners. It advocates for and allocates state resources to the colleges. Colleges are responsible
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for meeting education needs of their communities.
The State Board builds upon existing strengths and successes of the college system.
2.
Policy direction and investments are centered on student needs, student diversity, the impact of new technologies, and enhancing students’ knowledge, skills, and educational attainment. Specific measurements are used to gauge success. Colleges are rewarded for improved results for all three system direction goals.
3.
Talented faculty and staff representing the state’s diversity are essential to student success.
Investments in recruitment, professional development and compensation are required to attract and retain talented faculty and staff.
4.
Public funding for the state’s colleges is an essential priority investment in advancing the state’s prosperity. The system continues to leverage new and existing public investments through partnerships and reprioritization of programs and services.
2.b How do your strategic objectives address your strategic challenges and advantages?
The SBCTC’s strategic advantages and challenges identified in section P.2b directly affect our ability to achieve the goals established in the System Direction.
The SBCTC is committed to actions that will enhance our advantages and address our challenges related to:

Protecting and expanding resources for our community and technical colleges. Garnering additional resources for colleges expands community access for quality education—enabling skilled graduates to enter the workforce, allowing critical
―wrap around‖ and support services to assist struggling students to persist in school, and providing resources for infrastructure to implement innovative and best practices.

Balancing local college operations with State Board statewide policy and implementation. Balancing state and local issues drives our system to be locally responsive to student and college needs, employers, and communities and efficient and effective through statewide collaboration, shared best practices, and shared resources.

Developing and harnessing creative and innovative solutions to major issues facing the college system.
Innovation and staying in touch with trends in education is key to increasing access through technology, raising student success rates, and ensuring highly skilled graduates who become employed in demand fields.

Improving coordination and communication, internal and external to our agency. Communication is essential to advance all strategies to meet our system goals.

Recruiting, compensating, retaining, and celebrating the SBCTC’s high quality workforce. The SBCTC work product is dependent upon the quality of its workforce in service to the colleges. Recruiting, compensating, retaining and celebrating the best and the brightest employees is the foundation of our work.
2.c How do you deploy action plans throughout the organization to achieve your key strategic objectives?
The SBCTC is tasked with coordinating efforts to achieve
System Direction goals while being responsive to changing conditions affecting higher education in
Washington State. The executive team develops communication strategies to inform the system of State
Board priorities and strategic objectives and maintains communication pathways for the colleges to inform the
State Board of issues and changing conditions impacting the system. The executive team also develops the framework to help guide processes to achieve system goals. Examples of system processes include: the development of work plans for various commissions, councils, and committees; establishing task forces; and convening short-term work groups made up of college representatives and State Board members.
All decisions impacting the community and technical colleges are analyzed through the lens of the System
Direction principles outlined in section 2.a. Key questions addressed are:

Is the decision responsive to the needs and educational attainment of students?

Does the decision move the system closer to achieving its goals?

Does the decision meet the needs of the colleges under current conditions?
3.a1 How do you capture customer-related information?
Community and technical colleges and their students are the primary customers of the SBCTC. A variety of approaches are used by the SBCTC to obtain customer information necessary for strengthening our services to the colleges. These include, but are not limited to system meetings, college site visits, advisory boards, surveys, participant evaluations, focus groups, environmental scans, and personal contacts with college staff.
One of the most important ways the SBCTC gathers customer information is by providing staff support for each of the two-year college system associations, commissions, councils, and task forces. These groups prioritize, develop, and implement strategies, plans, and
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procedures to achieve the goals of the System Direction.
Through participation with these system groups, SBCTC staff obtain and analyze important information and feedback about how the agency’s functions and services can be improved. The staff support and communication pathways are outlined in Figure P.1-5.
3.a2 How do you determine which requirements are most important?
Customer requirements, expectations, and desired outcomes are collaboratively prioritized between colleges and the State Board based on alignment with the System
Direction, state and federal mandates, and impact to the financial stability of the colleges.
The State Board and WACTC, in consultation with
TACTC, determine priorities and work plans to meet the goals of the System Direction. The WACTC has six standing committees (Educational Services, Legislative and Public Information, Technology, Operating Budget,
Capital Budget, and Human Resources), each supported by a commission made up of high-level college administrators and managers from each of the 34 colleges.
Each committee is staffed by SBCTC employees charged with developing the work plans for various functions within the college system.
An example of prioritization and work plan development can be seen in Figure 3a.2 which depicts the annual process used by the WACTC Educational Services
Committee to frame the college system work plan in instruction and student services. The other WACTC committees develop work plans in much the same way.
The SBCTC provides technical support, resources, meeting facilitation, and communication links with
WACTC committees, commissions, and councils.
Various group work plans become a significant component of individual SBCTC employee work plans, performance measures, and accountabilities. Employees are responsible for ensuring system groups achieve outcomes specified in the work plans.
3.b How do you enable customers to seek information, conduct business, and make complaints?
The SBCTC’s key access mechanisms for the exchange of information, complaints, and business operations include system meetings, the agency’s website, system listservs, legislative news publications, daily news links, and direct communication between SBCTC employees and college staff.
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Monthly and quarterly system meetings typically occur at rotating college campus locations or at the SBCTC in
Olympia, via in person attendance, ITV, or Elluminate.
Meetings serve three general purposes: (1) to inform the colleges of new initiatives, legislation, state requirements and regulations, and the progress of task forces or work of higher education, workforce, or other general government agencies; (2) to discuss System Direction goals and issues affecting students, colleges, and system mission areas including changes in policy, resource allocation methodology, advantages and disadvantages of proposed actions, and specific college programs; and (3) to obtain customer feedback, including complaints, on system processes and policy and procedure implementation
For example, during Washington’s recent revenue decline and subsequent budget reductions, the SBCTC’s Adult
Basic Education work unit surveyed the colleges’ Adult
Basic Education directors, through the Council for Basic
Skills, to determine how best to continue serving this instructional program with fewer staff and resources. The survey generated responses from a large number of the college directors. One area negatively impacted by recent budget reductions was the directors’ ability to get faculty to off-site professional development workshops. Cuts to college budgets have limited off-site training for many colleges. As a result of this input, the Adult Basic
Education unit is developing more cost effective online or eLearning training workshops that faculty can access anywhere and anytime. Now that several strategies are being implemented as a result of the survey, the SBCTC’s
Adult Basic Education unit will solicit additional feedback from the college directors in six months to evaluate the effectiveness of these changes.
Customers, stakeholders, partners, and others can access a wide range of information on the SBCTC’s website. The website contains the System Direction goals and principles, State Board and other system meeting agendas and minutes, grant application guidelines, fiscal affairs manual, system reports, new releases, program descriptions and codes, links to college websites, contact information for college and SBCTC employees, and other information needed by customers to conduct daily basis.
The SBCTC’s listservs provide information to specific system groups, create online discussions, and seek customer feedback on SBCTC business practices and legislative requests for information. Examples of information shared with colleges via the listserv mechanism include: links to the latest educational research, best practices, and technological innovations; state and congressional activity on legislation affecting students and the college system; operating and capital budget information; and guidance on college administrative and program functions.
During the legislative session, the SBCTC develops a weekly publication, Legislative News , that is distributed electronically each Friday to State Board members, trustees, college presidents, public information officers and others who have asked to be on the distribution list.
A copy is also posted on the SBCTC website. Legislative
News provides up-to-date information on legislative activities related to higher education, including proposed legislation affecting students and the system, a weekly bill roundup, and legislative hearing highlights summarizing testimony delivered on higher education and workforcerelated issues.
he SBCTC distributes a daily email, News Links, containing articles about – and of interest to –
Washington state community and technical colleges. The daily service provides links to news of interest to the system, giving subscribers a one-stop spot for both local and national news about community and technical colleges and higher education in general. Subscribers receive News Links by email or through RSS Feed from the News Links Blog.
SBCTC employees also engage in direct communication with college staff on a regular basis via telephone, email, or in-person. Direct communication provides the opportunity for in-depth information exchange on college concerns and questions related to procedures, processes, policies, state and federal regulations, program administration and implementation, and future initiatives.
3.c How do you determine customer satisfaction and dissatisfaction?
Each year, the State Board engages in an evaluation of the executive director’s work performance. This process is facilitated by a special evaluation committee consisting of three State Board members. Beginning in early spring, the evaluation committee reviews and confirms the evaluation process and collects feedback and performance perceptions from key system customers and other stakeholders and partners. State Board members, college presidents, trustees, and SBCTC staff are interviewed, as well as representatives from the Legislature, Governor’s office, and labor. Accomplishments and areas of satisfaction and dissatisfaction are discussed with the executive director, providing useful feedback to inform and influence future action plans for the agency.
The SBCTC also uses system meetings, surveys, and individual communications to monitor the colleges’ satisfaction and dissatisfaction. SBCTC employees are closely aligned and have strong relationships with
WACTC, commission, and council members. These relationships result in frequent and open discussions about
SBCTC work direction, services, messaging, policies, procedures and practices. The system meeting structure in 3.b, coupled with strong and sustaining relationships, provide a continuous feedback and information loop between the SBCTC and colleges. Mid-course correction based upon expressed concern and feedback from college personnel is customary and integral to the SBCTC’s service to the colleges and the students they serve. An
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example of how the SBCTC solicits feedback on services can be seen in the development and refinement of the
SBCTC’s website.
It is important that information contained on the SBCTC’s website be accurate, up-to-date, and easy to find.
Therefore, the communications office completes an indepth evaluation of the website approximately every three years.
In 2005, the SBCTC hired a consultant to redesign its public website. The project included a web survey of college employees and other user groups (trustees, students, general public, and SBCTC staff) and usability testing to determine content and organization of the site best suiting all customers. Research revealed the existing website lacked helpful, easy to find information for a variety of customers. Based on the results, the SBCTC website was divided into two main areas: information for college employees and trustees, and information for the general public. A new site was launched in September
2006. Improved navigation was the top priority and overall accomplishment of the redesigned site.
Currently the SBCTC is in the process of refining and reorganizing the website again. Users (mainly college employees) will be asked for feedback on content and usability and the site will be modified to accommodate user needs.
4.a How do you select, collect, align, and integrate data and information for tracking daily operations and for tracking overall organizational performance?
The SBCTC is an organization whose performance is directed by goals established in the System Direction and administered through project management. Therefore, organizational performance and capabilities are reviewed at each level of operation. This includes individual employee work plans, unit work plans, division work plans, and concluding with a review of the State Board’s goals reflected in the System Direction. Work plans at every level reflect system projects that advance efforts toward goal achievement.
Individual Work Plans
Each employee constructs an annual work plan in collaboration with his or her supervisor. Work plans may be written or oral and reflect an employee’s major work assignments and special projects. The plan is adjusted throughout the year to accommodate special needs of colleges and their students. An assessment of work plan accomplishments is conducted at the end-of-the year, with ongoing feedback throughout the year, and a new plan is developed for the following year.
Unit Work Plans
Annual unit work plans are coordinated between unit supervisors and their deputy executive director to ensure continuity of efforts toward the System Direction goals.
Unit work plans are adjusted and modified throughout the year based upon system needs. Unit accomplishments are reviewed and a new plan is established each year.
Division Work Plans
Deputy executive directors communicate annual division priorities to the executive director based upon unit and individual work plans. The executive director ensures that division work is directly linked to System Direction goals and priorities established by the State Board.
Division work plans are reviewed and new work priorities are established each year.
All work plans – individual, unit, and division – include staff work to support system council and commission projects. Planning and performance review at the system level are explained in section 3.a2.
State Board Goals
Annually, the State Board reviews and updates its action plans related to the goals set forth in the System
Direction. The review includes assessment of SBCTC and system accomplishments. Based upon this review, new action plans are created to move closer toward reaching the 10-year goals. Action plans often include the creation of cross-functional system task forces to specifically address barriers toward goal advancement and provide recommendations to the State Board for action.
While the greatest proportion of organizational performance and capability is reviewed through annual work plans, some organizational areas review performance more frequently through data systems. Two examples include WAOL incident tracking and budget status monitoring.
WAOL Incident Tracking
The SBCTC contracts with a third-party for online technical support to users of our web-based instructional programs. Included in that contract are requirements for the vendor to provide incident tracking data on all user questions and requests. This data serves several purposes.
First, it allows the SBCTC to monitor performance of the contractor against performance standards included in the contract. Second, it is reviewed to identify trends that may require intervention in the form of increased training or updates to user guides. Finally, information is cataloged and sorted to identify repeat questions. From repeat question information, staff develops ―scripted‖ answers for common questions, improving consistency and freeing up staff time for other pressing issues.
Customers get the benefit of a quick and consistent response.
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Budget Status Monitoring Reports
Daily budget and expenditure data is captured in the agency’s financial management system to produce budget status reports for each operating division of the agency.
Summary reports are then prepared for the program, division, and agency levels. The data compares actual expenditures-to-date with budgeted levels. Negative variances are flagged in red font for easy identification by deputy executive directors who can then take corrective action. Agency issues identified in departments and programs are reviewed in management team meetings.
4.c-4.d How do you make needed data and information available? How do you manage organizational knowledge to accomplish the collection and transfer of workforce knowledge?
The timely flow of accurate data and information within the agency is critical to the work of all SBCTC employees. Informal, formal and just-in-time information exchange occurs to enhance SBCTC employee effectiveness. Most data and information is gathered and disseminated using methods discussed in sections 1.b and
3.d including agency meeting structure, system meetings, the agency’s website, system listservs, legislative news publications, and direct communication between SBCTC staff members and college staff members. Given the
SBCTC’s strong cultural emphasis regarding the importance of relationships, it is not surprising that justin-time interactions and ―lessons learned‖ discussions passed between and among colleagues in hallways, offices, and meetings become some of the most valuable ways knowledge is transferred.
Additionally, the SBCTC emphasizes and implements more formal cross training opportunities within the agency to transfer workforce knowledge among employees. For example, the SBCTC widely uses cross unit work teams on projects and initiatives and inter-unit work teams on routine work assignments.
improvement throughout the day. At the conclusion of the retreat, a committee was created to review staff ideas and make recommendations on how to implement potential agency change. With that charge, the committee organized more than 300 comments and suggestions into six categories: organizational structure and internal processes; communications; professional development; culture and recognition; work life; and external customer service. Through in-depth discussions, committee members developed a greater understanding of staff feedback and made recommendations to the executive director. Based upon staff recommendations, agency leadership made the following changes:

Developed the agency’s mission and value statements;

Revised the meeting structure;

Restructured the employee recognition program;

Recommitted to staff training and development; and

Instituted strategies to promote wellness and charitable giving.
Noteworthy is the agency’s emphasis on employee wellness and connection to community, which have resulted in increased participation in recent statewide wellness efforts and charity drives. The SBCTC achieved the highest participation rate among all state agencies and institutions in the Health Care Authority’s Health Risk
Assessment. Wellness activities are encouraged through lunch time walking groups, Weight Watchers support groups, and book clubs. Potlucks and celebrations of significant life events that facilitate connection with and learning about colleagues are also supported. Employees generously donate annual vacation and sick leave to support their colleagues in times of extraordinary circumstances through the State Shared Leave Program.
In addition, the agency works with the Department of
Personnel’s Employee Assistance Program (EAP) to provide annual presentations and monthly newsletters, and encourages employee and supervisor use as needed.
The EAP helps employees and their family members resolve personal or work-related problems.
5.a How do you determine the key factors that affect workforce engagement and workforce satisfaction?
The SBCTC’s meeting structure and staff retreats have provided opportunities for employees to discuss workplace climate issues affecting employee engagement and satisfaction, and ideas for improving organizational climate, work conditions, and agency effectiveness.
In 2008, the SBCTC achieved the biggest increase in participation for small agencies (250%) in the state’s
Combined Fund Drive program for charitable giving, and the greatest percentage of employees donating through a payroll deduction within a small agency. Additionally, the agency supports staff participation in other community fundraising efforts for families in need throughout the year. Examples include local food bank contributions, collection of back-to-school supplies for low income children, holiday adopt-a-family giving, and support for women and children through the YWCA.
One major example of employee engagement in agency improvement was the September 2006 all-staff retreat and resulting actions. The staff retreat focused on ideas to strengthen agency effectiveness and employee satisfaction. Based upon facilitated discussions and activities, staff members shared ideas for agency
Other methods for determining workplace engagement and satisfaction are through the various formal and informal relationships between and among colleagues and employees and supervisors. Because the SBCTC has historically maintained a ―family like‖ atmosphere with cross team policy development and program
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implementation, relationships are considered paramount to employee satisfaction, work product, and transfer of knowledge. Therefore, policies that support employee autonomy and flexibility often originate from hallway discussions or a request from an employee to a supervisor. educational qualifications for the key required competencies. This evaluation continues through the interview and reference processes. New employee orientation is provided within the first month of employment and discusses State Board vision, agency mission, values, culture, structure and history, as well as information on agency policies.
Agency policies generated from these types of interactions include flexible work schedules where feasible, summer hours option for a condensed work week, and non-traditional work schedules to help employees balance work and life requirements.
In spring 2009, SBCTC employees participated in a survey which illuminated opportunities to strengthen employee satisfaction and engagement. This data is under review to determine potential strategies for short and long-term action planning. SBCTC employees are also participating in the Department of Personnel’s (DOP)
Employee Satisfaction Survey to set a baseline for employee perception of involvement and provide comparative information with other state agencies.
Surveys are due to the DOP on October 15, 2009.
Employee Job Review
Annually, the executive director engages the SBCTC’s executive team in performance planning and evaluation.
This includes a review of standard performance accountabilities related to: 1) management of people; 2) development and advocacy of better community and technical college policy; 3) responsiveness to change; and
4) contribution to the success of others’ accountabilities.
The performance planning and evaluation process also includes goal identification and linkages to the System
Direction.
Finally, employees leaving the agency are offered an opportunity for a confidential exit interview and are encouraged to give a candid assessment of their employment experience. Turnover statistics are developed and reviewed to identify trends and issues.
Division employees work with direct supervisors regarding review of their work product. Exempt employee performance review is a fairly informal process.
It is generally done as part of the annual individual work plan development in conjunction with commission and council work plans associated with System Direction goals. This includes review of current and proposed activities, identification of areas of responsibility, setting objectives, as well as identifying professional development needs and career goals.
5.b How do you assess your workforce capability and capacity needs, including skills, competencies, and staffing levels?
Assessing workforce capacity needs is an on-going process at the SBCTC. The System Direction vision and goals, as well as the agency’s mission and budget supply the foundation for workforce capacity and needs assessments. Several strategies are used to ensure alignment between goals and work plans, and to address strategic challenges. They include job profile and recruitment efforts, employee review processes, and employee development. Additionally, the agency maintains a database listing of employee education levels and agency experience to assist with tracking capacity.
Classified employee performance review is performed in conjunction with completion of a Performance and
Development Plan (PDP). In addition to providing performance feedback, this process includes discussion of the relationships and links between the employee’s position to the mission and goals of the agency, performance expectations (results and competencies), training and development needs, and identification of organizational support needs. Each completed PDP is reviewed by the human resource office to identify trends and training needs. Over time, trends are reviewed as part of staffing level assessment.
Job Profile and Recruitment
Division and agency priorities are assessed prior to initiation of vacancy recruitment efforts to assure alignment of needs and agency personnel. As vacancies occur, the function of the vacated position is reviewed and a scan of the agency is performed to determine necessary changes required for the position. Supervisors are then required to update the job description, listing key competencies and qualifications prior to recruitment.
Assessment occurs at the division and budget level, and in human resources.
Staff Development
The human resource (HR) office develops an annual training plan for group training activities offered at the
SBCTC and administers an annual training budget of
$42,000, which was recently protected from internal budget reductions. Funds are provided for tuition reimbursement, external individual-based training, internal group training, retreat, and leadership institute training. All training and tuition reimbursement requests are processed by the HR director to ensure consistent review, approval, and linkage to agency mission, goals and objectives.
Once a job announcement is finalized, the SBCTC generally encourages application by existing staff. An external search may also be initiated. Applicants are evaluated through a review of their experience and
The agency’s Staff Development and Training Policy is distributed and discussed with new employees during orientation and is made available on a shared computer network drive. It provides for employee specific training
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as well as agency or group directed training and includes provision of an advisory committee made up of classified and exempt employees from each division. The advisory committee works with the HR director to identify current and future training needs. In August 2009, a survey of training needs was sent to all employees. The survey provided an opportunity to evaluate the prior years’ training programs, submit new training ideas to enhance professional and personal growth, and determine areas of in-house expertise. Ideas generated through survey responses are currently under review.
Training offerings vary but typically focus on issues that are technical, required, and/or contribute to mission achievement. They include software, ethics, first-aid, and harassment training. Additional group training targeting employee needs has included stress management, retirement planning, avoiding identity theft, supervisory, and generations in the workplace. Some activities have specifically addressed mission-oriented content such as diversity training and working with the Legislature.
Review of completed PDP’s by the HR director also helps identify individual specific or group training needs and assists in setting and adjusting the agency’s training plan.
A growing trend is the need for agencies to develop leadership within. As such, the SBCTC supports an annual Leadership Institute. This program provides yearlong leadership learning opportunities for any employee interested in moving into a leadership position or leading from his/her current position. Key to the program is the notion that leadership occurs at all levels of the organization. This program is employee managed and administered. It is evaluated annually and the curriculum evolves in response to participant feedback.
SBCTC employees can also apply for participation in the
Washington Educational Leadership Association training that is offered to college dean and vice presidents for continued career development.
While a number of formal training opportunities are provided to employees by the SBCTC, a great deal of the learning in our project-oriented environment occurs through participation in problem-solving task groups.
Knowledge and experiences are shared among employees and opportunities to undertake new tasks and develop new skills are available.
6.a What are your organization’s core competencies and how do they relate to your mission, competitive environment, and action plans?
The SBCTC is noted by system leaders as possessing outstanding human resource talent; therefore it is not surprising that the organization’s core competencies center on the knowledge and skills of staff members.
Specifically, the SBCTC’s greatest expertise includes:

Using technical knowledge and subject matter expertise to engage the Governor and Legislature to advance System Direction goals;

Collaborating with the State Board, our customers, and partners to develop policy and translate policy to action;

Facilitating processes to an agreed upon outcome;

Researching educational challenges and proven best practices; and

Using data to inform advocacy and decision-making.
The SBCTC’s core competencies are closely linked to the agency’s mission to support and empower the colleges to increase higher education opportunities and student participation through advocacy, resources, information, leadership, and accountability. This expertise has allowed the SBCTC to effectively advocate for additional state resources and policy consistent with System
Direction goals, and provide leadership and staff support for system groups in pursuit of those goals.
6.b What are your organization’s key work processes?
How do these relate to your core competencies?
Key work of the SBCTC is tied to services and resources delivered by colleges. The key process for major SBCTC work involves college participation to ensure that work is focused to meet expected state level outcomes while providing flexibility for local implementation. Figure
6.b1 provides an outline of this process. Examples of major SBCTC activities using the process includes formulating a legislative agenda, implementing new technology, determining capital project priorities, establishing a research agenda, developing or modifying policy, auditing program and financial compliance, determining operating budget priorities, distributing funds, and establishing future system direction.
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Three examples of the SBCTC’s key process applied to agency work activities are explained in Figure 6.b2 above including: (1) formulation of an annual legislative agenda;
(2) development of the 2008 Technology Plan; and (3) creation of biennial capital project priorities.
6.c What are the key requirements for these processes?
The SBCTC’s key process requires an agency lead on a project, collaboration, use of data to inform decisions, accurate and understandable communication to system groups, honest feedback, and timely responses.
6.d What are your key performance measures or indicators and in-process measures used for the control and improvement of your work processes?
Performance measures differ with each project. For example, indicators of successful performance for
SBCTC work activities are listed in Figure 6.d. Inprocess change results from customer feedback.
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Figure 6.b2 Application of Key Process to SBCTC Activities
Activities
Issue identification
Convene appropriate system group
Analysis and research;
Develop recommendations
Solicit feedback from larger system groups
Implement recommendations
Legislative Agenda
Prior to each legislative session, meetings are held with SBCTC staff, WACTC and TACTC to identify potential legislative and budget priorities.
A legislative committee made up of WACTC and TACTC members meet weekly with
SBCTC leadership and staff to strategize legislative issues as they arise during the legislative session. Priorities are modified as needed.
Legislative priorities and supporting material are documented for the legislative session.
Throughout the legislative session, WACTC and TACTC membership, SBCTC staff and other system groups provide feedback on critical issues facing colleges. Feedback is incorporated in priority planning.
Send legislative priorities and supporting material to system groups with guidance on implementation strategies. Key individuals are identified to provide testimony and talking points are widely distributed.
Technology Plan
Based upon the System
Directions goal related to
Innovation, a need for a system wide technology plan was identified.
In 2008 the Technology
Transformation Task force comprised of state board members, college trustees, presidents, vice presidents and deans was convened over 18 months to create a system technology plan.
The ―Strategic Technology Plan‖ was developed and distributed to stakeholders and state leaders.
Throughout the 18 month taskforce, research analysis, findings and draft recommendations were shared with system groups that included
WACTC, TACTC, the
Instruction Commission, and
Student Services Commission.
Feedback from groups was adopted by the task force.
The plan has been implemented and resulted in legislation for course redesign, professional development of faculty and staff, online tutoring, increased online and technology enhanced courses, and discussions for centralized ―back office‖ functions.
Capital Priorities
Based upon a decentralized capital request process,
WACTC identified the need for a unified priority list of capital projects for the system.
Each biennium, a capital task force made of up college presidents (3), trustees (3),
State Board members (3), and
SBCTC staff review capital request applications from colleges. Applications for new projects are screened and prioritized based upon accepted criteria.
Committee decisions regarding capital request project priorities are shared with WACTC, TACTC and other system groups.
Feedback regarding the prioritized list selection and criteria is reviewed and modified after each selection to ensure fairness and to modify criterion to eliminate unintended consequences.
SBCTC staff and members of
WACTC and TACTC work with the Legislature to fund projects based upon the prioritized list.
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Figure 6.d Key Performance Measures
Indicators of successful performance
Legislative Agenda
Adopted legislation supporting the mission of community and technical colleges.
Increased educational access for students.
Increased operating and construction funding for the community and technical colleges.
Technology Plan
A plan having systemwide buy-in from customers.
A plan clearly communicating a future vision of technology as a tool and resource to strengthen community and technical college education.
An action plan that is achievable.
Capital Priorities
Prioritized list of capital projects funded by the
Legislature.
Legislative recognition of the SBCTC’s capital project prioritization framework as a model for effective capital budgeting across all Washington higher education sectors.
7.a Results related to Financial Outcomes :
Figure 7.a1(a) - SBCTC Operating Budget Expenditures from State Appropriated Sources
(Excl. Tuition, Federal, and Local Funds)
(Dollars in Millions)
$ 1,600
$ 1,400
$ 1,200
$ 1,000
$ 800
$ 600
$ 400
$ 200
$ 0
$ 829
$ 946
$ 1,054 $ 1,040
$ 1,192
$ 1,404
1997-99 1999-01 2001-03 2003-05 2005-07 2007-09
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Figure 7.a1(b) - SBCTC Capital Budget Appropriations (All State Sources)
$ 600
$ 500
(Dollars in Millions)
$ 400
$ 300
$ 525
$ 200
$ 100
$ 230
$ 290
$ 426
$ 471
$ 171
$ 0
1997-99 1999-01 2001-03
7.b Results related to Leadership (Regulatory and
Legal Compliance):
The State Auditor’s Office conducts independent accountability audits of the SBCTC. The latest SAO audit was released on June 2, 2008 for the period from
July 1, 2005 through June 30, 2007. Audit areas examined included the SBCTC’s accountability and compliance with certain state laws and regulations and its own policies regarding cash receipting and the agency’s customized training program. The SAO also tested the consolidated community and technical college account balances and financial activity related to: cash and cash equivalents, education expenditures, grants and contributions, charges for services, depreciable assets, and capital outlays. The audit results concluded the SBCTC’s internal controls were adequate to safeguard public resources. In addition, the SBCTC complied with state laws, regulations, and its own policies and procedures in the areas examined.
The last two audits of the SBCTC were two-year audits.
Previously, the SBCTC was audited annually. The June
2008 audit marked the 11 th
consecutive year no findings were reported for the agency.
7.c and 7.g Results related to Strategic Planning and
Process Management :
Unlike many businesses that are able to count a tangible product or service to customers, SBCTC effectiveness is measured by the extent to which staff are able to advance
System Direction goals. As explained in categories 4 and
6, project management is the core work of SBCTC employees. Results are achieved through project management facilitated by a SBCTC staff member using the process outlined in Figure 6.b1.
Figure 7.c1 and 7.c2 provide an overview of system performance results and accomplishments from 2006-
2003-05 2005-07 2007-09
2009, major next steps 2009-2011, principles and critical questions for the way ahead, and a description of the preferred future in 2016. This document is used by the
State Board and the executive team to direct agency projects and measure organizational, division, unit and individual effectiveness as described in category 4.
Examples of System Direction Accomplishments:
Economic Demand
 Since FY2006, the college system’s annual appropriation has grown from $578 million to $685 million, an 18.5% increase (this includes the budget cuts for FY09 and FY10). The college system’s total operating funds (including grants, contract and tuition revenues) have grown 17.5%. Total state government growth has been 14.8%. The community and technical college system has increased its
―market share‖ of state resources since the adoption of the System Direction.

In light of recent budget cuts, the SBCTC sought greater flexibility for the colleges. Between the
Legislature and State Board action, the system went from 38 operating budget provisos and earmarks in
2008-09 to 22 for 2009-10.

Figure 7.a1(b) displays the consistent growth in capital budget appropriations for the college system.
The Legislature has recognized the SBCTC’s capital project prioritization framework as a model for effective capital budgeting.
Student Success

Student Listening Survey: A web-based student survey was conducted fall 2007. Results of the survey were used to inform policy conversations around student success strategies, technology, and affordability.
State Board for Community and Technical Colleges Page 21

2006 2007 2008 2009 2010 2011 2012 2013 2014
Three Year Performance Results and
Accomplishments
Economic Demand
- College system appropriations have outpaced the growth in overall state government
- Reduced provisos & earmarks to provide
colleges flexibility
- Capital Budget Growth
- Enrollment Growth
- Capital Budget Growth
- Implemented Customized Training Program and
Expanded Job Skills Program
Student Success
- Student Achievement Measurement System
- Student Listening Survey
- ABE, I-BEST and Opportunity Grants
Expansion
- Tuition Study
- WorkFirst Redesign
- Achieving the Dream
- Transitions

Running Start Counting & Fees

Tech. College Mission

Trans. Math Project

Applied Baccalaureate Expansion

University Centers

Common Course Numbering

Early Learning Study
Innovation
- System Technology Plan
- CheckOutACollege.com
- eLearning Growth
- Compensation Study (Salary Gaps Known)
- Equipment
- Center for Information Services
Figure 7.c1 Results related to Strategic Planning and Process Management
Major Steps Over the Next Year
Economic Demand
- 2009-11 Supplemental Capital Budget
- 2009-11 Supplemental Operating
Budget (Worker Retraining)
- Grow enrollments by 3% - 7%
Student Success
- Pay Student Achievement Awards to Colleges
- Transitions

Running Start Study

Tech. College Mission

Applied Baccalaureate Expansion

Transfer Study
- Implement partner grants
Innovation
- Implement Mission Study Taskforce
Recommendations
- Implement System Technology Plan
- Implement Higher Education Technology Planning
- Market CheckOutACollege.com
- System’s Administrative Computing Systems

Replace and Migrate HP 3000s

Plan Enterprise Resource Project (ERP)
(Phase 1)
Other
- HECB System Redesign
- Linkages with Commerce, ESD & Workforce
Board
Board Principles and the Critical Questions to be
Addressed if we are to Achieve our Preferred Future
Principle: The State Board sets policy direction in collaboration with the colleges, and the colleges are responsible for meeting the needs of their communities.
Question: Are roles and responsibilities clearly defined and are the system's decision-making processes timely and effective in a rapidly changing environment?
___________________________________________
Principle: Policy direction and investments are centered upon students’ needs, student diversity, new technologies, and enhancing students’ knowledge, skills and abilities.
Question: How do we utilize funding allocations to meet our preferred future?
___________________________________________
Principle: Talented faculty and staff representing the state’s diversity are essential to student success.
Question: How will this system have to evolve to remain compelling and relevant to future students, faculty, and staff given our changing demographics?
___________________________________________
Principle: Public funding of CTCs is an essential priority in advancing the state’s prosperity and we will continue to leverage new and existing investments through partnerships, local organizations, and reprioritizing programs and services.
Question: What will it take for this system to continue to make the case that we are an essential public investment?
State Board for Community and Technical Colleges Page 22

2015
Figure 7.c2 Preferred Future
2016
2015 2016
Preferred Future
Economic Demand
We closed the skills gap and met the demands for a well educated and skilled workforce
Student Success
We increased average educational attainment levels across the state
Innovation
We were innovative because we implemented our technology plan and worked in collaboration with partners to meet the challenges that faced education in Washington
Accountable
We aligned our accountability system with the interests of the Higher Education Coordinating Board, the Governor, and the Legislature and improved our public perception and legislative support
Figure 7.c2 Preferred Future

Tuition Study/Tuition Slowdown: Following tuition research and SBCTC advocacy, community and technical college students have received 4% average annual tuition increases since 2005-06, down from the historical average of nearly 7% per year.
Innovation

System Technology Plan : Completed system-level
Technology Plan which included priorities for technology functions, governance, eLearning and faculty and staff development. The 2009-11 operating budget provided $2.25 million in new funding to enhance online distance learning and open courseware technology.

CheckOutACollege.com: Development and successful launch of comprehensive, interactive college search website for prospective students, parents, and counselors. Since the website’s launch in
May 2008, the site has had 23,000 unique visitors;
200,000 page views; an average of seven pages per visit; and over seven minutes per visitor. Marketing of the web site began in September 2008 with direct mailing to all of Washington’s high schools.

Compensation : The 2007-09 biennial budget included $73.9 million for compensation increases for faculty, classified and exempt staff. In addition to fully-funded cost of living adjustments, an additional
0.5 percent COLA for I-732 employees was provided. The SBCTC’s request for faculty increments was fully funded at $7.5 million, and its request for part-time faculty salary improvement was substantially funded ($11.25 million in budget vs.
$11.9 million requested). This included funding for
20 part- to full-time faculty conversions, emphasizing increasing the number of full-time faculty in math, science, adult basic education, early childhood education, and English.
State Board for Community and Technical Colleges Page 23

7.f Results related to Workforce Focus (Combined Fund Drive) :
100% of donations for 2008 were via payroll deduction.
Figure 7.f Employee Participation in the Combined Fund Drive program
State Board for Community and Technical Colleges Page 24