2012
Academic Quality Improvement Program
LTC’s Energy Education Center
offers students simulated
training opportunities.
Table of Contents
Institutional Overview ................................................................................................................. 1
Overview – Quality Improvement Journey .............................................................................. 2
Category One: Helping Students Learn ..................................................................................... 3
Category Introduction ............................................................................................................. 3
1P1 Common Learning Objectives ......................................................................................... 4
1P2 Program Learning Objectives .......................................................................................... 5
1P3 Designing New Programs ................................................................................................ 6
1P4 Responsive Academic Programming ............................................................................... 8
1P5 Student Preparedness..................................................................................................... 9
1P6 Communicating Program Requirements .........................................................................10
1P7 Matching Students with Programs ..................................................................................11
1P8 Underprepared Students ................................................................................................11
1P9 Addressing Learning Styles ............................................................................................12
1P10 Meeting Special Needs of Students..............................................................................13
1P11 Expectations of Effective Teaching and Learning .........................................................13
1P12 Building an Effective Course Delivery System ..............................................................15
1P13 Course and Program Effectiveness ..............................................................................15
1P14 Changes and Discontinuing Programs and Courses ....................................................16
1P15 Addressing Learning Support Needs ............................................................................17
1P16 Aligning Co-Curricular Goals ........................................................................................18
1P17 Meeting Learning and Development Expectations ........................................................19
1R1 Measures of Learning and Development ........................................................................21
1R2 Performance of Common Learning Objectives ...............................................................21
1R3 Performance Results for Program Learning Objectives ..................................................21
1R4 Evidence of Meeting Stakeholders Requirements ..........................................................22
1R5 Learning Support Process Results .................................................................................23
1R6 Comparative Results ......................................................................................................24
1I1 Recent Improvements......................................................................................................25
1I2 Culture and Infrastructure Involvement in Process Improvements ...................................25
Category Two: Accomplishing Other Distinctive Objectives......................................................27
Category Introduction ............................................................................................................27
2P1 Designing and Operating Key Non-instructional Processes ............................................28
2P2 Determining Other Distinctive Objectives .......................................................................28
2P3 Communicating Expectations .........................................................................................29
2P4 Assessing and Reviewing Objectives .............................................................................29
Lakeshore Technical College
October 2012
2P5 Determining Faculty and Staff Needs .............................................................................30
2P6 Incorporating Faculty and Staff Needs ...........................................................................30
2R1 Measuring Accomplishment of Other Objectives and Analyzing Results ........................31
2R2 Results for Accomplishing Distinctive Objectives ...........................................................31
2R3 Results Comparison .......................................................................................................33
2R4 Strengthen the Institution and Relationships with Community and Region .....................34
2I1 Recent Improvements......................................................................................................35
2I2 Culture and Infrastructure Involvement in Process Improvement .....................................35
Category Three: Understanding Students‘ and Other Stakeholders‘ Needs .............................37
Category Introduction ............................................................................................................37
3P1 Identifying Changing Needs of Student Groups ..............................................................38
3P2 Building and Maintaining Relationships with Students ....................................................39
3P3 Analyzing Needs of Key Stakeholders ............................................................................40
3P4 Building and Maintaining Relationships with Key Stakeholders ......................................41
3P5 Process for Targeting New Student and Stakeholder Groups.........................................41
3P6 Collecting, Analyzing Complaint Information ..................................................................42
3R1 Measuring Student and Stakeholder Satisfaction ...........................................................43
3R2 Performance Results for Student Satisfaction ................................................................43
3R3. Performance results for building relationships with students .........................................45
3R4 Performance Results for Stakeholder Satisfaction .........................................................46
3R5 Performance Results of Building Relationships with Stakeholders .................................47
3R6 Process Results Comparison .........................................................................................47
3I1 Recent Improvements......................................................................................................47
3I2. Culture and Infrastructure Involvement in Process Improvement ....................................48
Category Four: Valuing People ................................................................................................49
Category Introduction ............................................................................................................49
4P1 Identifying Requirements for Employees ........................................................................50
4P2 Credentials, Skills, and Values .......................................................................................50
4P3 Recruiting, Hiring, Retaining ...........................................................................................51
4P4 Orienting Employees to History, Mission and Values .....................................................52
4P5 Personnel Changes ........................................................................................................53
4P6 Organizational Productivity and Employee Satisfaction Design ......................................53
4P7 Ensuring Ethical Practices ..............................................................................................54
4P8 Determining Training Needs ...........................................................................................54
4P9 Employee Training and Development .............................................................................55
4P10 Personnel Evaluation System.......................................................................................55
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October 2012
4P11 Recognizing and Rewarding Employees ......................................................................56
4P12 Determining Employee Issues ......................................................................................57
4P13 Providing and Evaluating Employee Well-Being ...........................................................58
4R1 Collecting and Analyzing Key Measures of Valuing People-...........................................59
4R2 Performance results in valuing people ...........................................................................60
4R3 Evidence of Productivity and Effectiveness of Staff ........................................................63
4R4 Results Comparison .......................................................................................................63
4I1 Improving Processes and Systems ..................................................................................63
4I2. Culture and infrastructure Help Select Processes to Improve .........................................64
Category Five: Leading and Communicating ............................................................................65
Category Introduction ............................................................................................................65
5P1 Defining Mission and Vision ...........................................................................................66
5P2 Setting Strategic Directions ............................................................................................66
5P3 Incorporating Student and Stakeholder Needs ...............................................................68
5P4 Leadership Focus on Students and Learning .................................................................68
5P5 Organizational Decision Making .....................................................................................69
5P6 Using Data, Information, and Performance Results ........................................................70
5P7 Organizational Communication ......................................................................................71
5P8 Communicating a Shared Mission, Vision, and Values ...................................................72
5P9 Leadership Development ...............................................................................................73
5P10 Leadership Succession ................................................................................................73
5R1 Measures of Leading and Communicating .....................................................................74
5R2 Performance Results......................................................................................................74
5R3 Results Comparison .......................................................................................................75
5I1 Recent Improvements......................................................................................................75
5I2 Culture and Infrastructure Involvement in Process Improvement .....................................75
Category Six: Supporting Institutional Operations ....................................................................77
Category Introduction ............................................................................................................77
6P1 Supporting Needs of Students and Stakeholders ...........................................................78
6P2 Supporting Needs of Faculty, Staff and Administrators...................................................78
6P3 Supporting Physical Safety and Security ........................................................................79
6P4 Managing Support Processes ........................................................................................79
6P5 Documenting Support Processes ...................................................................................80
6R1 Measures of Support Service Processes........................................................................81
6R2 Performance Results......................................................................................................81
6R3 Performance Results for Administrative Support Service Processes ..............................82
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6R4 Using Information to Improve Services ...........................................................................84
6R5 Performance Results Comparisons ................................................................................85
6I1 Recent improvements ......................................................................................................85
6I2 Culture and Infrastructure‘s Involvement in Process Improvements .................................86
Category Seven - Measuring Effectiveness...............................................................................87
Category Introduction ............................................................................................................87
7P1 Select, Manage, and Distribute Data for Programs and Services ...................................88
7P2 Select, Manage and Distribute Data for Planning and Improvement ...............................90
7P3 Determining Department and Unit Needs .......................................................................91
7P4 Analyze and Share Data and Information .......................................................................92
7P5 Comparative Information Needs and Priorities ...............................................................93
7P6 Alignment of Analysis with Organizational Goals ............................................................93
7P7 Information Systems and Processes ..............................................................................94
7R1 Measures of Performance and Effectiveness ....................................................................94
7R2 Evidence System Meets Organizational Needs .................................................................94
7R3 Results Comparisons .....................................................................................................95
7I1 Recent Improvements......................................................................................................96
7I2 Culture and Infrastructure Involvement in Process Improvements ...................................96
Category Eight: Planning Continuous Improvement ..................................................................97
Category Introduction ............................................................................................................97
8P1 Key Planning Processes ................................................................................................98
8P2 Short- and Long-term Strategies ..................................................................................100
8P3 Key Action Plans ..........................................................................................................101
8P4 Aligning Planning Processes, Strategies, and Action Plans ..........................................101
8P5 Objectives, Measures, and Performance Targets .........................................................102
8P6 Strategy Selection and Action Plans.............................................................................102
8P7 Assessing and Addressing Risk in Planning .................................................................102
8R1 Measures of Effectiveness ...........................................................................................103
8R2 Performance results .....................................................................................................103
8R3 Projections and Targets for Performance of Strategies ................................................105
8R4 Comparative Results ....................................................................................................106
8R5 Evidence of Effectiveness ..............................................................................................106
8I1 Recent improvements .....................................................................................................106
8I2 Culture and Infrastructure Involvement in Process Improvement .......................................106
Category Nine: Building Collaborative Relationships ..............................................................107
Category Introduction ..........................................................................................................107
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9P1 Building Relationships with Educational and Other Organizations ................................108
9P2 Building Relationships with Educational Organizations and Employers ........................109
9P3 Building Relationships That Provide Services to Students ............................................109
9P4 Building Relationships with Organizations Providing Materials and Services ................110
9P5 Building Relationships with External Stakeholders .......................................................110
9P6 Ensuring Relationships are Meeting Needs ..................................................................110
9P7 Creating Relationships with Internal Stakeholders ........................................................111
9R1 Measures collected and analyzed regularly..................................................................113
9R2 Performance results .....................................................................................................113
9R3 Results Comparison .....................................................................................................116
9I1 Recent Improvements....................................................................................................116
9I2 Culture and infrastructure involvement ..........................................................................116
Appendix A: Acronym List ......................................................................................................117
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Table of Contents
vi
Lakeshore Technical College
October 2012
Institutional Overview
From its humble, single-room beginnings in the city of Manitowoc, Wisconsin in 1912, Lakeshore Technical
College has never stopped growing, adapting and gaining ground to meet the needs of its students and the
community it serves. In the century that followed, LTC became the bridge between worker, employer and
community workforce success in a four county area in east central Wisconsin. With more than a dozen
campus and community center locations, LTC continues to meet student, employer, and community needs by
being responsive and exploring new opportunities. LTC systems and processes are key to sustaining
enrollment levels, offering academic programs that meet District workforce needs and developing new
initiatives that support economic growth. LTC‘s commitment to education has continued with new programs
and expanded facilities such as in healthcare, public safety, manufacturing, energy, hospitality, information
technology, childcare, and horticulture.
LTC exists because of its mission of enriching lives and strengthening the economy by preparing a workforce
that is skilled, diverse, and flexible and its vision of meeting the needs of the future with innovation and
excellence. With unwavering focus, LTC served over 13,500 students, including 4500 degree-declared
students and a Full Time Equivalency (FTE) of 2250 in 2012. LTC‘s values guide behaviors and beliefs and
drive the organizational culture and relationship-building both within and outside of the College. The College‘s
2015 strategies include Envision
Ethnicity
Program Mix by FTE
Enrollments
Future Workforce, Envision Student
2012 Enrollments Percentage
% of Total
2012
Success, Envision Partnerships, and
71.22%
3,942
White
11,809
85% Associate Degree Program
Envision Excellence (8P1).
9.76%
898
Unknow n
473
3% Technical Diploma
Asian
American Indian/Alaska Native
587
63
4% Contract/Seminar
0.5% Apprenticeship
4.58%
0.81%
LTC employed 366 full- and part-time
13.58%
Hispanic/Latino
565
4% Basic Skills
0.05%
staff in 2012, within three
Black/African American
192
1% Community Service
100.00%
Multiple Ethnicities
113
1% Program Level
organizational groups: support staff,
Native Haw aiian/Pacific Islander
15
0.1%
management staff, and faculty. The
Total Enrollm ents
13,817
100%
faculty to student ratio is 11 to 1.
Average age of the undergraduate student is 31, and minorities make up 15 percent of all enrollments.
8,404
123
1,829
221
13,817
LTC, a public not-for-profit, two-year post-secondary school, focuses on occupational education and is one of
16 comprehensive technical colleges operating under the administration of the Wisconsin Technical College
System (WTCS). LTC serves approximately 1,200 square miles, covering Manitowoc and Sheboygan counties
and parts of Calumet and Ozaukee counties. The main campus consists of six buildings on a 162-acre site in
Cleveland, which includes the Environmental Campus. Other locations are LTC-Manitowoc, LTC-Sheboygan,
and the new LTC-Culinary Institute in Sheboygan. LTC operates community education centers in high schools
including the LTC-Plymouth Science and Technology Center, Mishicot, Two Rivers, Cedar Grove-Belgium,
Oostburg, and Random Lake, and other sites. Distinctive teaching/learning facilities include a Clinical Skills
Lab, Public Safety Training Center, Emergency Operations Center and a state-of-the-art driving skills course.
Renewable energy and sustainability education includes wind turbines and a high angle rescue tower.
Thirty-seven associate of applied science degrees, twenty-eight technical diplomas, sixty-four technical
certificates, and eleven state-indentured apprenticeships are offered through six instructional divisions. Basic
Skills and Adult Secondary Education (ASE) comprise 13.5 percent of FTE.
A variety of delivery methods ensure that education is accessible to all students. Distance delivery options
include online, flexible lab, and ITV. The College is dedicated to deepening distance offerings, and has seen a
steady increase in online FTE. To further increase student accessibility, programs are shared with other
colleges and offered in an online or ITV format.
In addition to traditional programs and course offerings, LTC offers courses, workshops, and seminars to meet
the needs of business and industry. LTC‘s Workforce Solutions Division provides customized training to
employers to update employee skills and improve workplace performance, as well as services to dislocated
workers. Community Services and Basic Skills instruction is available through LTC‘s outreach centers (9P1).
Institutional Overview
1
Lakeshore Technical College
Overview – Quality Improvement Journey
Initial accreditation was awarded in 1977 from the North
Central Association of Colleges and Schools (NCA). The
College‘s acceptance into the Higher Learning
Commission‘s Academic Quality Improvement Program
(AQIP) in 2000 supported the principles and benefits of
continuous improvement. Mastery recognition in 2000 from
Wisconsin Forward Award, Inc. recognized the College‘s
performance management principles that enhanced
learning, quality improvement, and performance
excellence.
October 2012
• NCA Accredited
1977
• AQIP Acceptance
2000
• Mastery Level-WI Forw ard Aw ard
2000
• Strategy Forum
2001
• Systems Portfolio – 1st
2004
• Systems Appraisal Feedback
2005
• Strategy Forum
2006
• Systems Portfolio Update
2008
• Systems Appraisal Feedback
2009
• Reaffirmation of Accreditation
2009
• Site Visit/ Strategy Forum
2009
• Systems Portfolio Update
2012
• Systems Appraisal Feedback
2013
A team approach was used in gathering ideas and writing each category of this portfolio. The
collaboration of cross-functional teams allowed rich discussion to happen naturally. This
opportunity to involve staff boosted awareness of process improvement, the importance of
analyzing results for processes, and shared-ownership in evidencing core components. One
positive outcome was the openness of communication with which each person and/or
department made a difference in ―moving the needle‖ on quality.
AQIP Action Projects effectively align processes and breakdown silos. The result of the AQIP
Action Project, Student Retention, was a Student Success Model (Figure 3P2-1) which focused
the efforts of many teams toward aligned goals. The Instructional Academic Master Plan‘s
overarching theme focuses on Student Success and aligns with the Strategic Plan, values and
guiding principles. The plan integrates team efforts on many levels with common goals. The
College is committed to provide aligned services and strategies to help students reach their
educational goals.
Following the strategy forum in 2006, the College developed a process improvement model.
Over 20 Process Improvement Teams (PITs) completed projects with successful results (Figure
7R2-1). Recently, due to inconsistent leadership and untrained facilitators process improvement
efforts faltered. With the recent hire of a Director of Institutional Effectiveness, the College plans
to reinvigorate the quality movement. Also, the College is a new member of the Continuous
Quality Improvement Network (CQIN). This network incorporates best practices and team
trainings to guide colleges in the implementation of quality initiatives.
In 2009 the strategy forum team developed a communication model to improve the College‘s
communication. The outcome was The Bridge and the Project Management System. The
Bridge, an intranet site that utilizes Microsoft SharePoint technology, is used for college
communication, document storage, portal access, and workflow. The Project Management
System, located on The Bridge, provides the infrastructure for strategic, department and
leadership projects.
The journey to maturity has taken some turns, but is gathering new momentum. The first
portfolio showed the College had a more reactive, sometimes systematic approach in
operations. Strides made through action projects, PITs, process mapping, strategic project
teams, and a general awareness and ownership of quality has moved processes to systematic
and aligned levels. The backward glance is helpful to see how far the College has traveled on
the journey. We are not there yet, but have a clear picture of both the destination and the
processes needed to arrive there.
Institutional Overview
2
Lakeshore Technical College
October 2012
Category One: Helping Students Learn
Category Introduction
As the College responded to evidence collected over the past two years, several processes
were revised and bold steps moved them toward more systematic and aligned processes. The
College recognizes its less mature status in some areas of Category One, Helping Students
Learn, and established several college-wide and area-specific projects to develop strategies for
addressing these concerns.
The Academic Master Plan and utilizes a large staff contingent to directly support this plan. The
overarching theme of the master plan is ―Student Success at Our Core.‖ By identifying student
success as a college-wide focus, intentions become clearer which allows for the development of
stronger quality measures that align from the admission to graduation. As a result of improved
alignment and the quest to break down silo-style planning, a new AQIP Action project
addresses graduation rates. In the past, we may have identified this project as a stand-alone,
but in a deliberate effort to align and coordinate efforts to improve student success, the
graduation rate project is tightly connected to the course completion project, minority and overall
retention projects, and integrated within the overall student success model. Not only do several
members of these committees serve across several project teams, information is communicated
on a monthly basis through the college-wide Project Showcase.
In our current environment, designing new programs and rapidly responding to local workforce
needs and demands is important and expected. The College developed a ―New Ideas‖ process
that allows the leadership to determine if new and modified programs ―fit‖ within the scheme of
initiatives and meet strategic goals. Other processes that help underprepared students and
address learner support needs have gained recognition by the state system as a model.
This past year, the Adult Basic Education (ABE)/English Language Learner (ELL) and General
Education Development (GED) programs repackaged their programming under a new name,
Pre-College. The focus is to transition students quickly into college-level programs and courses
through pathway initiatives and LTC‘s new structured pre-college courses. The College
revamped entrance requirements and instituted the use of developmental courses that students
can pair with program courses and receive financial aid. Many units in the College came
together to lead the College toward a more integrated and systematic approach for addressing
student and workforce needs and helping students learn.
Category One: Helping Students Learn
3
Lakeshore Technical College
October 2012
1P1 Common Learning Objectives
The College‘s core abilities are broad outcomes or skills that graduates of a program are
expected to achieve. These nine outcomes go beyond the context of a specific course or
program and are the skills identified through employer input as critical abilities for entry into the
workforce. The College determines common student learning objectives using a cross-section of
district employers. The employers identify attributes they seek when hiring and promoting
employees (Table 1P1-1). A cross functional team of faculty conducts an in-depth review of the
core abilities every five years. Input from the annual environmental scan determines if a shorter
review cycle is warranted. The College charters this team through the department Project
Management process. To ensure assessment of core abilities, faculty collaborate with one
another to determine where to include the core abilities at the course level.
Table 1P1-1 Student Core Abilities (Common Learning Objectives)
 Demonstrate Critical Thinking
 Demonstrate Responsible and Professional
Workplace Behaviors
 Communicate Effectively
 Use Mathematics Effectively





Work Cooperatively
Apply Learning
Respect and Appreciate Diversity
Integrate Technology
Apply Sustainable Practices
In 2010-11, a team reviewed and updated the core abilities and proposed to add global
awareness and sustainability. The project lead, the Director of Curriculum, and a faculty
representative attended division meetings to collect feedback from faculty directly and indirectly
through a survey. Employer input was gathered through a focus group. Through this process,
Apply Sustainable Practices is a new core ability and global awareness is integrated throughout
the curriculum and across existing core abilities. Two Core Abilities, Demonstrate Responsible
Work Ethic and Respect and Appreciate Diversity have title revisions as a result of the process
(Figure 1P1-1). College graduates now enter the workforce with core abilities related to
sustainability, global awareness and enhanced respect for human and cultural diversity in the
world in which they live and work (CC3B-4).
Figure 1P1-1 Core Ability Review Process
Annual Review
of Core Abilities
(Leadership &
Environmental
Scan) to
determine if
adjustment's
needed.
Review
recommended
Team
Chartered
Faculty and
Employer Input
Collected &
Assessed
Team
recommends
Changes
Revisions
approved,
adopted &
Communicated
Review not
needed.
Core Abilities
unchanged.
The General Education courses offered use the curriculum shared through the Wisconsin
Technical College System (WTCS), and provide a foundation for programs by giving instruction
on common skills, intellectual concepts, and attitudes that every graduate needs. The courses
provide explicit instruction in the essential lifelong skills required for success in careers, at
home, in a community, in society, and that align with the core abilities. WTCS provides
guidelines for standardization and credit transfer as well as state-called meetings for deans and
Category One: Helping Students Learn
4
Lakeshore Technical College
October 2012
faculty to share best practices. Program and General Education faculty use a variety of learning
activities that require students to apply and synthesize what they learn. Course assessments
include, but are not limited to, tests, research projects, essays, presentations, service learning
projects, and skill demonstrations (CC3B1,2).
1P2 Program Learning Objectives
The revision and implementation of program learning objectives is led by the program dean,
Director of Curriculum, faculty, and program advisory committees using six primary inputs
(Table 1P2-1).
Faculty develop specific assessments to ensure that learning outcomes are achieved through
capstone courses, licensure exams, written/competency testing, internships and other
assessments (CC3B3). Reliability and validity are assured through the reporting requirements of
those assessments and the resulting data provides the College with benchmarks and evidence
for continuous improvement (Table 1P2-1).
Program advisory committees are integral to help set the program vision and maintain relevant
instruction and technology. The committees meet at least twice annually and consist of a variety
of stakeholders such as local and regional employers, employees and recent graduates now
employed in the field. The program counselor, faculty and dean of the respective area are exofficio members of these committees. Some program learning objectives are developed by a
state-wide committee so that students can easily transfer program credits between WTCS
Districts.
Other stakeholders that influence learning objectives are the accreditation/certification agencies.
Thirteen of the College‘s programs have external accreditation requiring rigorous validation and
review cycles for re-accreditation. Some accreditation bodies have program-specific
assessments that become inputs to program evaluation (Table 1R3-1) (CC4A5).
Table 1P2-1 Primary Inputs for Program Learning Objectives
Source
Programs
New
Revised
Process
Review Cycle
DACUM
(Occupational
Analysis)
X
X
Developing A Curriculum uses a facilitator and
industry representatives to determine the duties,
tasks and skills required of the profession.
Complete DACUMs are
conducted when a new
program is developed. ―Mini‖
DACUMs are conducted
when a program undergoes
significant revision; the
frequency varies depending
on the program area.
Industry/ Professional
Association
Standards
X
X
Trade and professional associations have
established standards for required tasks and
duties to be performed within the profession.
Varies according to the
profession.
Data from Research
& Planning
X
X
Research & Planning staff administers surveys
and conduct research.
Annually
Accreditation Reports
X
Industry and
Employer Input
X
Technical Skills
Attainment*
X
X
External accreditation entities provide input during
program reviews. (CC4A5)
Program advisory committee members provide
recommendations; LTC Workforce Solutions
Training Directors submit recommendations based
on input from clients.
Review state wide Technical Skills Attainment to
create consistency at the program level for the
outcomes.
Varies according to the
program, usually 5–8 years.
Semi-annually
As needed or varies.
*New and under development
Category One: Helping Students Learn
5
Lakeshore Technical College
October 2012
The College‘s AQIP Technical Skill Attainment Action Project is the outflow of the WTCS
initiative to develop common core program outcomes and assessments for program graduates
linked to industry standards. At the end of June 2012, twenty-three of twenty-nine programs
completed the approval process for Phase I. Results of this shared initiative will be consistency
and standardization in program outcomes for common programs across the WTCS. The
remaining programs have a target completion of 2013-14.
All associate degree, technical diploma, and apprenticeship programs provide proof of student
learning outcomes and Technical Skill Attainment (TSA) through program summative
assessments. The College reports annually into the Quality Review Process (QRP) and
receives comparative data and scorecards regarding outcomes individually and collectively
across the state. Program teams complete a self-study and formal review every five years, to
analyze outcomes, develop strategies to address concerns, and implement new or enhanced
activities to improve student learning outcomes and the College experience. Faculty develop
specific assessments to ensure achievement of learning outcomes through capstone courses,
licensure exams, written/competency testing, internships, portfolios, and other assessments.
Assurance of reliability and validity is through these reporting requirements and the data
provides benchmarks and evidence for continuous improvement (CC4B1,3,4).
The College offers faculty, staff and students the opportunity to engage in clubs and club
activities that provide rich experiences in community, knowledge enhancement, and
scholarship. This is further clarified in 1P16. The college mission along with specific program
objectives contribute to scholarship, creative work and the discovery of knowledge appropriate
to the respective programs. Students engage in a variety of learning methods, experiences, and
in particular hands on environment‘s that promote these principles (CC3B5).
1P3 Designing New Programs
The Vice President of Instruction is responsible, along with the seven instructional deans, for
new program development (Table 1P3-1), revision of existing programs, and program
curriculum alignment with employer needs. Input from program faculty, deans, program advisory
committees, focus groups, as well as training requests and industry surveys serve to identify
those needs. New programs, certificates, and courses are designed in response to these needs.
Suggestions may also come from an interested student, a community group or from any other
source that may see a need for specific training (Figure 1P4-1).
Table 1P3-1 New Program Development Process
Steps
1. New Program Form
2. Occupational
Analysis
3. Indication of Interest
Letter and Timeline
4. Program Scope
Proposal
5. Needs
Demonstration
6. Program Proposal
7. Program
Implementation
Description
Formalize a program idea by listing a program description, rationale, potential target markets, and
delivery.
Identify labor market demand nationally, statewide, regionally, and locally using the workforce
planning model and potential student demand based on other College enrollments. New
occupational fields work directly with trade associations and employers.
Notify WTCS of interest in a new program area and development timeline.
Outline the program description, wage potential, needs assessment methodology, preliminary labor
market demand, program relatedness, and documentation of WTCS collaboration. Requires
Leadership Team (LT), LTC Board, and WTCS Board approvals.
Substantiate the need for the program using labor market data and employer needs over the past
four and next four years as identified through a survey or focus group. Identify laddering
opportunities, external program requirements, and financial aid eligibility.
Document information about the curriculum, conduct cost/benefit analysis, and identify support costs
of the program, the financial impact on existing programs, and evidence of an ongoing assessment
model, as well as support services needed to sustain the program. Requires LT, LTC Board, and
WTCS Board approvals.
Develop program curricula (Figure 1P3-1), recruit students, hire faculty, remodel/construct facilities,
and schedule courses.
Category One: Helping Students Learn
6
Lakeshore Technical College
October 2012
Program advisory committees provide relevant future-focused information regarding their
respective industries. Three factors impact the design and delivery of new programming
respective to the competition to gain market share:
1) Is there a void because other organizations do not offer the training?
2) If organizations offer the training, is it competitively priced?
3) Is the quality of the training at a level that offers the opportunity to provide a better
product?
Development of all program curricula and courses involves a performance-based instructional
design model that incorporates five major phases (Figure 1P3-1).
Analysis phase - includes a DACUM (Table 1P2-1) that results in a comprehensive list of all tasks
performed by an incumbent worker. The Manufacturing Management and Nuclear Technology
programs used an industry-led design based on specific companies‘ needs. This process assures
that the final curriculum will exceed industry expectations and outpace the competition.
Design phase - the Director of Curriculum enters the DACUM results and industry standards into the
Worldwide Instructional Design System (WIDS) to organize program and course data. Within
WIDS, tasks are organized into courses and developed into competencies. The College evaluates
competencies to identify learning objectives for students to accomplish. In this phase, conditions for
assessment and performance standards to which students are held are identified. In addition, core
abilities and program outcomes are linked to competencies for assessment.
Development phase - the Director of Curriculum and faculty identify and organize learning steps into
learning plans, learning activities, assessment activities, and performance assessment tasks. The
Director of Curriculum ensures that learning activities encompass a variety of learning styles.
Additional standards require the assessment of student core abilities in each course and the
authentic assessment of course competencies.
Implementation phase - involves course delivery. Research & Planning (R&P) uses a standardized
survey to collect feedback from students regarding course content, instructor effectiveness,
technology, and facilities.
Evaluation phase - the faculty and dean use the data from the feedback to modify the courses, improve
facilities, and/or coach faculty.
Figure 1P3-1 Curricula and Course Design
Feedback Loop
Analysis
Design
Development
Implementation
Evaluation
Advisory Committee
Input
Determine
Competencies,
Learning Objectives
Develop Learning
Plans
Determine Logistics
Evaluate Learner
Reaction
DACUM Input
Determine
Performance
Standards
Develop Assessment
Tools
Implement Program/
Course Delivery
Evaluate Learner
Achievement
Link Core Abilities and
Program Outcomes
Create Learning
Materials
Implement Authentic
Assessment
Evaluate Instructor
Effectiveness
Create Evaluation Plan
Create Media
Deploy Student
Surveys
Evaluate Industry
Feedback
Industry and
Professional
Standards (TSA)
Determine
Instructional Strategies
and Methods
Program and course revisions need approval through WTCS and College processes. Program
advisory committees, industry representatives, deans, and faculty provide input for new or
revised courses. Each dean prioritizes course development projects based on: when the course
will be taught, the availability of WTCS curriculum, programs in the QRP process, and the
budget. An annual budget allocation for curriculum modifications is agreed on by the
Instructional Leadership Team (ILT). The Vice President of Instruction holds final authority to
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Lakeshore Technical College
October 2012
determine which program and course revisions proceed. The process ends with course
curriculum that meets College standards. Data analyzed during the QRP (1P13) determines the
percentage of program-specific courses that conform to the College‘s curriculum standards.
1P4 Responsive Academic Programming
The College‘s vision ―to meet the needs of the future with innovation and excellence‖ drives the
College‘s academic program development. As mentioned in 1P3, program development ideas
come through a variety of channels.
The New Idea Process is a
defined system to collect ideas
related to new offerings using
an electronic repository located
on The Bridge. Staff submit
ideas on behalf of an industry
partner, an interested student,
a community group, or from
any other source that sees a
need for specific training. The
ideas flow through a process of
leadership review,
recommended action and
communication. Workforce
analysis is part of the process
before ideas move forward
(Figure 1P4-1).
Figure 1P4-1 New Ideas Process
Economic Modeling Specialist Incorporated (EMSI) along with Department of Workforce
Development (DWD) Labor Market Analysts provides job market projections which are used to
assess the future skill needs of the local labor market. The second component is Executive
Pulse, business retention and expansion database employed by the Northeast Wisconsin
(NEW) North, a regional economic development organization. EMSI labor market data is verified
by TechConnect employment postings (Figure 3P5-1). Labor market projections paired with
program graduate employment rates and number of completions provides district-level analysis
and input. Also, the College works with local chambers of commerce, the County Job Centers
and other economic development stakeholders to stay abreast of increasing and decreasing
workforce market demands which influence programming design.
An example of efforts to attract a younger demographic to the new wave of high tech
manufacturing careers in the Lakeshore service area, is the launch of the LTC-Plymouth
Science and Technology Center. Plymouth is at the far western edge of the Lakeshore District.
To provide ‗close to home‘ options for the residents of that community, the College collaborated
with Plymouth School District, the City of Plymouth and Sheboygan County businesses to
develop a new facility that offers high-tech manufacturing and career preparation courses like
Welding, Manufacturing, Machine Tool and Computer Numeric Control (CNC) courses. In this
new state-of-the art facility, Plymouth High School students receive integrated manufacturing
instruction using industry-standard technology where they design, model, fabricate and finish
projects using cutting-edge equipment. During evening hours, continuing education and college
degree classes provide targeted industry and entry-level training. This center is a joint
commitment of education, business and community to provide quality education opportunities.
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Lakeshore Technical College
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College policies assure the quality of the credit accepted through transfer. The intent of the
Credit for Prior Learning Policy is to support lifelong learning; facilitate transition of students to
technical colleges from other institutions of higher education, the military, and business and
industry training. The policy communicates to current and prospective students, employers,
parents, staff, and policy makers the conditions upon which students receive college credit for
prior learning experiences; ensure consistency in the provision of credit for prior learning;
facilitate fair and equal treatment of students and employers with respect to the evaluation of
prior learning experiences; reflect the WTCS Board Policy #323 on Credit for Prior Learning, its
rationale, governing principles, and required procedures (CC4A2,3).
High school dual credit course development includes the following criteria: the high school is
developing a program of study and/or the College is developing an educational pathway that is
in demand. To monitor the dual credit offerings the College developed an articulation process
for high schools which ensures that the quality and rigor of the college course is embedded in
the high school curriculum. To enact this process a high school completes the course review
paperwork and submits the curriculum for review by the College instructor(s) of that program. If
learning outcomes are not covered, the College‘s instructor(s) work with the high school teacher
to make sure the outcomes are covered. Annual review of dual credit agreements address
changes in the College‘s curriculum (CC4A4). Evidence for prerequisites is documented in 1P5
and addresses CC4A4.
The mission of the College‘s Diversity and Multicultural Student Services is to nurture a
welcoming environment that empowers students to pursue their academic and professional
goals. The Multicultural Community Advisory Council is comprised of individuals from
organizations that serve the multicultural communities. This group meets quarterly and its‘
mission is to build bridges and break down barriers to education as well as create mutual
support to meet the educational needs of our communities. The Minority Recruitment and
Retention Team, comprised of staff from key areas in the College, have a focus to create
awareness, build relationships with multicultural organizations, and eliminate barriers that
minorities have in accessing the College (CC1C1, 2).
The WTCS Educational Services Manual directs the construction of course credits and program
structure, following Carnegie unit guidelines. General Education System Courses are approved
for use across the sixteen Wisconsin Technical Colleges (CC3A1). The College maintains a
practice of regular program reviews through the Quality Review Process as evidenced in 1P13
(CC4A1).
1P5 Student Preparedness
The College uses two processes: program prerequisite process and course prerequisite
process, to determine the admission requirements which include preparation to be accepted into
the program, program prerequisites, and other criteria such as background checks.
During the initial development of a program, the program prerequisite process requires the
program faculty and dean validate entrance requirements by an outside authority such as state
and federal statutes, or professional associations and accrediting entities. The course
prerequisite process determines the preparation required at the course level. These processes
require program faculty to validate the prerequisite through course sequencing (e.g., Accounting
I is a prerequisite for Accounting II), analysis of course content, or research results (student
success data) that indicate a need for the prerequisite (CC4A4).
Program faculty and deans review course completion rates, retention rates, and graduation
rates annually to determine whether the prerequisite requirements need modification. For
example, after research showed that success rates for chemistry students was low due to a lack
of math preparation, algebra was added as a prerequisite to chemistry.
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Lakeshore Technical College
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Students take the Accuplacer placement test to determine their academic level of preparation to
ensure they are prepared to pursue their chosen career path. The College reviews Accuplacer
scores annually to assess the level needed to be successful in the respective courses. The
College took advantage of research provided through The College Board to validate placement
scores based on correlation with course completion grades.
In 2004 the WTCS formed a state-wide work group to address the number of students who
failed programs due to insufficient preparation in their general education courses. Through data
analysis, the group proposed that an additional layer of courses could help students not
prepared for the rigor of the current general education courses. These courses, general college
courses, cover levels of proficiency immediately leading to and meshing with levels of
proficiencies of the associate degree level courses.
The College operates ABE, GED/HSED, and ELL programs to assist students who need
preparation prior to enrollment in programs or courses. The Adult Education and Family Literacy
(AEFL) Act requires the College to measure performance standards for adult education
programs.
1P6 Communicating Program Requirements
The College communicates expectations regarding student preparation and student learning
objectives to prospective and current students through the following:
Table 1P6-1 Communication Avenues
 College catalog is posted on the LTC website (http://www.gotoltc.edu/areasofstudy/)
 Program information sheets are sent to students during the inquiry phase. The sheets include
college and program acceptance, program goals, entrance exam scores, course descriptions,
course schedule by term, transfer agreements with four-year schools, and potential careers.
 A program advising session is required. Students meet with an LTC Counselor or Program
Advisor prior to acceptance in a program and registering for courses. Counselors review
individual students‘ preparation needs and discuss the requirements for the degree, certificate, or
diploma in which they are interested.
 Admissions Specialists work closely with Counselors in the admission process to communicate
expectations via letters, phone calls, and personal appointments with students.
 During new student registration sessions, Admissions Specialists or Counselors assist students
with scheduling. Registration and Admissions staff communicate via instant messaging to
resolve course scheduling issues immediately.
 New student orientation sessions provide students and their families with an overview of
expectations and a copy of the student handbook.
 The College posts the core abilities in every classroom and includes them in the College
handbook.
 Course expectations are described in the course syllabus which is given to each student at the
start of each course. The syllabus includes course description, core abilities, competencies,
learning objectives, assignments, grading scale, text and materials, and College required policies.
 Diversity and Multicultural services provides individualized culturally competent support to
multicultural students in their transition to occupational, technical and associate degree programs.
Support includes, targeted assistance in navigating career exploration and admissions as well as
frequent follow up and case management to facilitate understanding of the required preparation
and learning objectives
 Expectations are communicated to other key populations such as displaced homemakers, nontraditional occupation degree seekers (men in nursing) and dislocated workers by the following
staff: Educational Support Services, Dislocated Worker, Disability Services, and Title III case
managers.
 TRIO serves current students through a cohort population to make sure they are succeeding in
their programs (Table 1R5-1).
 In a basic skills overview, students develop their PEP (Personal Education Plan) and review
program requirements.
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Lakeshore Technical College
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The College maintains current program information on the public LTC website: (CC2B)








Degree completion time, sequence of courses
Program accreditation
Potential monthly, and annual starting salary
Approximate costs
Financial aid information
Transfer opportunities
Graduate information
Functional abilities statement
1P7 Matching Students with Programs
Upon inquiry, students are assigned a key contact admission specialist, and gain exposure to
career exploration activities throughout their transition courses. Examples include contacts with
high school liaisons, multicultural student services representatives and educational support
specialists. Examples of activities include information about traditional, Science Technology
Engineering and Math (STEM), and Non Traditional Occupations (NTO) careers, exploratory
courses, program shadows and career assessments such as the World of Work and
WisCareers. Career counselors assist students with program selection, career advising and
ongoing career counseling. All students meet with an academic advisor or counselor for course
selection and scheduling (CC3D3).
The College provides ongoing case management services for students in targeted groups
including, but not limited to, students who are first generation, economically or academically
disadvantaged, have a disability, or are a member of a minority group. These services help
ensure that students remain in a program of study that meets their needs, interests and abilities.
Students can take the Student Strengths Inventory which measures non-cognitive factors
determined critical to college success. The inventory is customized and provides a description
of scores and suggested next steps for college success. An early alert system is in place to
allow faculty to notify counselors and case managers about attendance issues, poor grades or
other concerns. All students are invited to participate in student success options such as peer
tutoring or workshops each semester. Workshops include financial literacy, study skills, career
development, college transfer, and wellness activities. Students have opportunities to participate
in program clubs, internships and service learning (CC3D1,2).
1P8 Underprepared Students
College preparedness is primarily determined by students‘ scores on the Accuplacer, which is
used for placement into programs and general education courses. All students take this test or
use American College Testing (ACT) exam scores or successful college coursework to
demonstrate college preparedness.
The College piloted the General College course, Intro to College Writing, in 2009. This course
has an Accuplacer score requirement, which is much lower than the score required to enroll in
the associate degree level course, Written Communication. Students who successfully complete
Intro to College Writing can enroll in Written Communication without retaking the Accuplacer.
The General College strategy was fully implemented in 2011, adding Accuplacer math score
requirements to math courses, and Reading score requirements to all general education
courses. The corresponding General College courses are Pre-Algebra, Elementary Algebra,
and Intro to Reading and Study Skills (Figure 1P8-1).
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Lakeshore Technical College
October 2012
Figure 1P8-1 Accuplacer Placement Process
When underprepared students enroll in
programs and courses, the College provides
ongoing academic support through the
Academic Support Center. The center
Find your Accuplacer Arithmetic and Elementary
provides one-on-one assistance to students
who struggle with General College or
Algebra Scores and follow the path
general education courses. Case managers
0-49
funded through Title III and TRiO and college
Intermediate Algebra
Pre-College Math
Elementary
Pre-Algebra
10-804-118
counselors work closely with students and
LTC Manitowoc
Algebra w/ Apps
0-54
10-834-109
Tech Math 1B
LTC Sheboygan
10-834-110
10-804-114
guide them to support services, such as
tutoring and study groups. Students may
also access support at LTC-Manitowoc or
50-78
LTC-Sheboygan.
Intermediate Algebra
Accuplacer Arithmetic
and
Elementary Algebra
ACT less than 16
Accuplacer Arithemetic
and
Students who place below the required
Accuplacer score for General College
courses attend skill-building courses at the
Manitowoc and Sheboygan locations. They
attend a two-day orientation on topics like
career planning and decision-making, time
management, and stress management.
Students complete a learning style
assessment and create a college career map
to set goals and track their progress in their
academic journey. The Title III case
manager is part of this orientation and
serves as a bridge for students as they
transition to the main campus. In summer
2012, the College began offering pre-college
skill building courses in a structured delivery
mode at the main campus.
0-54
Elementary Algebra
Pre-Algebra
10-834-109
Elementary
Algebra w/ Apps
10-834-110
10-804-118
Tech Math 1B
10-804-114
ACT 16 - 17
79+
Accuplacer Arithmetic
and
0-54
Elementary Algebra
Elementary
Algebra w/ Apps
10-834-110
Intermediate Algebra
10-804-118
Tech Math 1B
10-804-114
ACT 18 - 19
100+
Accuplacer Arithmetic
and
55+
Elementary Algebra
Intermediate Algebra
10-804-118
Tech Math 1B
10-804-114
ACT 20 or higher
1P9 Addressing Learning Styles
Several avenues identify and address learning styles; one method is as part of the program
advising session. During these sessions, counselors or program advisors work with students to
provide guidance and options about learning styles and preferences. LTC employs a Disability
Services Coordinator to address Americans with Disabilities Act (ADA) and special needs for
students.
Instruction to detect and address student learning styles is provided to faculty through the
required certification course, Teaching Methods. In this course, discussion topics address how
to help students identify coping skills when their preferred learning style is not being used in
class. Individual faculty members often have personal one-on-one discussion with learners
concerning preferred styles so that both the teacher and the learner can understand and then
adapt when a student‘s style is not being met. Some new faculty facilitate the ‗Learning Type
Measure‘ to discuss how their style may differ from their students and reinforce that their job is
to meet all styles at some point during their teaching. Early on in a course, many faculty review
learning style theory and conduct a style inventory. Instructors are encouraged to utilize various
teaching techniques and then ask the students if any one technique helped them understand
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12
Lakeshore Technical College
October 2012
the material better. They also monitor formal and informal assessment results as an additional
indicator to assist them in engaging various learning styles.
Faculty learn to develop learning activities to support student learning styles when they
complete the required WTCS certification courses Curriculum Design, Teaching Methods, and
Educational Psychology. Through a variety of planned learning activities both the teacher and
the learner can make adjustments to maximize student learning. Instructors observe learner
behaviors, detect preferred learning styles and make adjustments.
1P10 Meeting Special Needs of Students
The College offers a wide variety of college and grant-funded support services to meet the
needs of student subgroups with the goals of an enhanced educational experience and
academic success: Diversity and Multicultural Services, Disability Services, TRiO (firstgeneration college students, low income, disabled) Support Services, Educational Support
Services for single parents, displaced homemakers, men/women entering nontraditional
occupations, and for academically disadvantaged individuals. Support services assist students
from admission to graduation to the workplace, with advocacy, accommodations, education
planning, study sessions, tutoring, short term personal counseling, recreational opportunities,
student clubs, internships, service learning student development workshops, and career
placement resources (CC1C1,2).
Pre-college students can access assistance in Adult Basic Education coursework, in
GED/HSED (high school equivalency) preparation and testing, and the English Language
Learners program to provide instruction in oral communication, reading, writing, grammar,
computer literacy, and citizenship preparation to non-English and limited-English speaking
students.
Courses delivery includes traditional (face-to-face), online, blended, ITV-distance learning.
Formats include full semester or accelerated, day and evening, year round to meet the needs of
a greater number of student groups. Courses are offered on the Cleveland campus, LTCSheboygan and LTC-Manitowoc locations, Sheboygan Even Start, the county jail, and at nine
community education locations. Students requiring transportation assistance can utilize the
Shuttle Service which provides transportation to/from the main campus. Student Services
facilitates a carpool program.
The College added customized questions to the Accuplacer (Entrance Assessment) which allow
students to note if they need minority student services or disability services, for example.
Respective staff contacts these students. The counselors use the Accuplacer score results
during advising and assist the student register for the right courses and make referrals to
student support services. Case Managers at the College include several key support services
staff and a feedback form is sent to the faculty at mid-semester to assess the progress of
students receiving special services.
1P11 Expectations of Effective Teaching and Learning
The College has a faculty credentialing system that includes WTCS requirements. The WTCS
certification courses provide learning experiences intended to lay the groundwork for excellence
in teaching and learning and for ongoing professional development. Minimum requirements
include education, work experience and specific coursework in the following courses:
#50 Curriculum or Course Construction
#51 Technical and Adult Education in the WTCS
#52 Teaching Methods
#53 Educational Psychology
Category One: Helping Students Learn
#54 Educational Evaluation
#55 Guidance and Counseling
#58 Leadership and Supervision
#69 Educational Diversity
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Lakeshore Technical College
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The College‘s Organizational Development Center (ODC) provides ongoing opportunities for
faculty development including the WTCS certification courses. Schedule is listed online:
http://systemattic.wtcsystem.edu/certification/Cert/Renewing/EdRequirement/crsdelivries.htm.
The College provides a comprehensive two-year training program for new full- and part-time
faculty. During this time, new faculty is partnered with experienced faculty who serve as
mentors.
All faculty have access to a template syllabus for their course(s). The template provides static
content for the ethical use of information resources for students and outlines the policy
enforcement on academic honesty and integrity or refers students to the student handbook
which contains respective information. The College also provides training on operational policies
that deal with ethical practices (4P7) (CC2E1,2,3). The College communicates the value of
academic freedom through the Office of Instruction to faculty and students. The Policy #IN-113,
Academic Freedom, states that “Academic freedom is important in all areas of education…” The
instruction of higher learning has the responsibility to expose students to controversial ideas and
issues within their future academic occupational fields (CC2D).
Instructor effectiveness is documented through the course instructor feedback survey and
classroom observations. The aggregated survey results (Table 3R3-2) are shared with
individual faculty and their respective deans to guide decisions on professional development
activities. Teaching and learning expectations are communicated through division meetings, biannual in-service sessions and breakouts, updates on The Bridge and through monthly
eNewsletters from the Vice President of Instruction and through advisory committees.
The College uses a performance-based curriculum development process to determine and
document effective teaching (Figure 1P3-1). The learning activities and authentic assessment
activities require students to perform real world tasks that demonstrate application of knowledge
and skills. The process includes evaluation of learner achievement which correlates to effective
teaching. Program assessments currently include capstone courses, licensure exams,
written/competency testing, internships, portfolios, and other assessments.
Program evaluation through QRP or external accrediting entities validates effective teaching
and learning as part of a program‘s on-site review or self-study. The Assessment of Student
Learning Team developed a model that integrates improving student learning into the QRP selfstudy process (1P13). The model builds on QRP‘s data-driven continuous improvement
process, enables staff to analyze longitudinal data and assessment results to modify programs
and courses which improve learning.
The College recognizes that helping students learn is a college-wide responsibility. As program
staff develops QRP improvement plans, various non-instructional departments may be called
upon to assist with implementation. For example, the nursing program faculty regularly review
student retention and pass rates on national licensure exams. After the implementation of new
statewide curriculum, faculty noticed a drop in retention. With additional research, the Nursing
Program Chair identified a strong correlation between success in Nursing courses and
completion of the required general education courses. The Program Chair collaborated with
admissions and counseling staff to implement a petition process. Students complete a petition
interview, submit a form, and verify Nursing Assistant skills during the two-month petition period.
Those meeting the petition requirements are then offered a place in the nursing program based
on the number of general education courses completed.
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Lakeshore Technical College
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1P12 Building an Effective Course Delivery System
To build an effective course delivery system, the College uses a six-step Flexible Learning
Options Process (Table 1P12-1). The process involves collaboration among faculty, deans, and
the VP of Instruction to evaluate the best delivery format for the course(s) based on learning
activities.
A key step to assess delivery of a new program is a check with the advisory committee and then
it flows through the DACUM process (Table 1P2-1) to determine if any courses are feasible to
deliver other than face to face. Options include blended, ITV, online, or accelerated or any
combination thereof. Research determines what the market demands, what other colleges and
universities are doing and student demand. It is important to note if the delivery method that is
prevalent is feasible for the content of the course. In some cases, courses are assessed and it
is determined that an online format is not a good choice because the curriculum is not a good
match for online delivery or the students might not have the skills to succeed in an online
format.
Key inputs to the process include employers, instruction, faculty and outside stakeholders. This
provides the synergy and faculty and administration work with the advisory committees and
seek their knowledge and input to influence what is appropriate for students. For example, when
Supervisory Management started as an accelerated program, the advisory committee did not
want the courses online. They posed the question, “How do you teach students about how to
supervise people in an online course?‖ However, as the technology progressed to provide a
better online learning platform, and the new technology was reviewed again, the advisory
committee agreed that an online delivery format could be as successful as a face-to-face
course. Another example is the Paralegal program in which the American Bar Association (ABA)
allows Instructional Television format, but not Adobe Connect.
Table 1P12-1 Flexible Learning Options
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Dean includes flexible learning options request in division plans.
Vice President of Instruction approves request or denies and suggests a different delivery mode.
Once approved, faculty member converts the course accordingly with assistance from Instructional
Technologist, Online Learning Support Specialist for online tools, Director of Curriculum and Instructional
Technology, Media Specialist for video/CD/DVD courses and enhancements, and ITV Specialist for ITV
courses.
Vice President of Instruction verifies that the course conversion meets the LTC flexible learning standards.
Faculty member is compensated for course conversion.
Course is offered in the new delivery mode.
As mentioned in 1P2, all offerings (degree, diploma, and apprenticeship) have student learning
outcome assessments pertinent to each program. By utilizing effective processes in designing
programs (Table 1P3-1) designing curriculum (Figure 1P3-1), and selecting appropriate flexible
learning options (Table 1P12-1), quality can be consistent across delivery modes and locations.
Course instructor feedback is monitored on all courses for all locations and delivery modes.
Instructors that primarily instruct on the main campus also instruct at other locations such as
LTC Manitowoc or LTC Sheboygan. The Research Department provides course completion
reports for all courses and all delivery modes each semester. Course and program drop data is
on the Monthly Monitor and analyzed by Instruction (CC3A2,3).
1P13 Course and Program Effectiveness
The College uses a variety of methods to monitor the currency and effectiveness of its
curriculum: reviews by program advisory committees, student feedback, faculty and the Director
of Curriculum and Instructional Technology‘s cyclical review of curriculum (1P3). Faculty
participates in program-specific annual WTCS-called meetings where sharing of curriculum and
best practices occur. The College also participates with the other 15 technical colleges in the
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Lakeshore Technical College
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following consortia designed to provide curriculum and instructional support: WIDS,
CurriculumBank.org, and Wisc-Online.
The WTCS-wide QRP is another process to assess the health and effectiveness of the program.
The process evaluates the program against three sets of indicators: WTCS, LTC, and program
specific. All programs receive a QRP annual scorecard which measures enrollment, course
completion, retention, graduation, satisfaction, and placement (CC4A6). Each program is in a
five-year cycle for comprehensive program evaluation. The faculty, dean, and program advisory
committees from each of the scheduled programs in review are integral parts of the process.
Qualitative and quantitative inputs are used to determine which areas the respective program
should target for improvement. The program faculty and dean develop improvement plans which
may cover a span of five years. These plans are sent to the WTCS office for review and sharing
of best practices (CC4A1).
As mentioned in1P2, external accrediting agencies provide oversight, guidance, and have
rigorous standards for reporting and for student success. Annual surveys are submitted in
accordance with the guidelines pertaining to attrition, retention, and graduation. Additional
surveys are sent to graduates to garner program-feedback specific to the accreditor‘s needs.
This feedback is incorporated into program and course improvement. On-site accreditation visits
occur on a rotating basis and are invaluable for continuous program improvement (CC4A5).
The College employs a full-time Director of Curriculum and Instructional Technology to assist
faculty in developing new curricula or in making major curriculum revisions. The Director of
Curriculum ensures curriculum is current, performance-based, meets curriculum standards,
incorporates technology, includes effective learning activities, and utilizes authentic assessment
of student learning (1P3).
1P14 Changes and Discontinuing Programs and Courses
Recommendations to modify a program or course follow the academic processes of Education
Plans, QRP, and Program Health. As mentioned earlier, these processes and outputs include
analyses and discussions on several levels. The final actions include growing or shrinking,
stopping or starting, changing the focus of a program, and putting a program on watch. Watch
status ensures more data is gathered and brought back for analysis and final determination of
action. The decision to change or discontinue a program is made by the LT upon
recommendation of the Vice President of Instruction, following the Program Health process. The
LTC Board approves final recommendations. Level 1 input includes labor market data,
enrollment, placement, and retention data. Level 2 inputs include costing, wage, job demand,
student demand, and others (Figure 1P14-1).
The suspension of a program follows an official procedure, IN-256, which involves a specific
timeframe and communication plan initiated by the Office of Instruction, who is responsible for
the process. Students in the program have a reasonable time period to complete the program
before it is discontinued.
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Lakeshore Technical College
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Figure 1P14-1 Program Health and Viability Review Process
ACTION - COMMUNICATION
LEVEL 1 ANALYSIS
LEVEL 2 ANALYSIS
Purpose: Utilize a consistent annual process to help
assess a program’s health and viability through a
data-informed tool.
Level 2 Analysis: Instructional Leadership and
Stakeholders review Level 2 program reports, using
flow-chart as guide for analysisand formulating
recommendations.
Following Program Health Process steps, Leadership
and Stakeholders review Level 2 Analysis and
formulate recommended program actions (i.e. watch further investigation needed, grow or shrink program,
start or stop program, change the focus of program).
Key drivers include: Cost per FTE, Pays a Living Wage,
District Job Demand Filled, Regional Competition, Part
of a Pathway, Collaborative Agreement, Student
Demand, and Enrollment Trends; all other relevant
data included.
Program Health & Viability Report and actions
communicated to LTC Board and other Stakeholders.
Board Monitoring Report available on Sharepoint R&P
Report Center.
Level 1 Analysis: Key drivers are used to formulate an
initial measure of a program’s health. The analysis
tool utilizes weighted measures, three year trend data
and averages. Report reviewed by Instruction /
Leadership.
1P15 Addressing Learning Support Needs
The College determines the learning support needs of students through the Accuplacer
assessment, case managers, counselors, advisors and faculty, and classroom performance. A
2010 AQIP Action Project-Student Retention also revealed three main attrition factors: coping
skills, low engagement, and program appropriateness. The team developed initiatives and
activities for the 2011-12 year to address these needs.
A major focus of the College is to meet the learning support needs of students. This is seen
through a major remodel into the Student Resource Center and Academic Support Center, grant
dollars providing additional staff, and major initiatives. A great deal of collaboration, cooperation,
communication and focused effort has benefitted students.
The Student Government Association (SGA) assists to identify institutional level student needs
relative to learning support, e.g., child care, transportation, computer lab access, food service,
and the bookstore. Student and staff representation is included on the Bookstore Advisory
Committee, Food Service Advisory Committee, Library Advisory Committee, Safety and
Security Committee, Crisis Leadership Team, and program advisory committees.
The College offers pre college courses, tutoring, minority, and special needs services to support
student learning through the collaborative efforts of staff and faculty. Faculty can make referrals
based on academic performance or barriers to success (a student who is working full time).
Peer tutoring and the academic support center, funded by Perkins grants, provide additional
learning sessions for students and are faculty led. Other key services that support student
needs include:








Student success workshops
Tutoring/academic support center
Library orientations
Thin layer courses
Group information sessions
Tips for academic success
Financial assistance and workshops
Access to foundation funding for those who need financial support
The College addresses testing needs with Accuplacer prep workshops. These workshops are
offered in sentence skills, reading comprehension and arithmetic. Ninety-seven percent of those
who had a previous score improved their Accuplacer scores after taking one more workshops.
Many test scores improved enough that students qualified for entry into general education
courses.
Faculty concerns such as low retention rates, placement rates, or graduation rates, prompt the
development of additional or program-specific learning support systems. Each syllabus contains
information about services offered through The Americans with Disabilities Act (ADA) and other
Category One: Helping Students Learn
17
Lakeshore Technical College
October 2012
support services. The College determines faculty learning support needs through dialogue
between the faculty member and the dean, administrative dialogue with the Lakeshore
Education Association (LEA), and the Employee Performance and Review (EPR) process
(4P10).





Course Instructor Feedback
Faculty learning support needs
Professional development
Adjunct and New Faculty Development process where they have a mentor
QRP and annual educational program planning processes provide faculty with additional
opportunities to communicate support needs to the dean (8P1) The Annual Plan and Budget.
College initiatives and strategies that address the learning support needs of the faculty:






Organizational Development Center
Certification requirements
Technology example is the iPig (iPad Information group)
Technology Titans
Professional development budget dollars---attend conferences
Tuition reimbursement for degree continuation
In 2011, the Student Resource Center was restructured from a Library, to a more studentfriendly style to accommodate added technology and address student needs: laptops for
student use on campus and for check-out, independent quiet study areas and group study
rooms. Resource Center staff provide instruction on the ethical use of research and information
software and resources as part of orientation (CC3D5). The Academic Support Center was
integrated into the Student Resource Center to provide easy access to small group study
sessions and tutoring for students requiring academic support. The Testing Center was also
included in the area, providing testing services for students with specialized testing
accommodations, incoming Accuplacer testing, GED and general student testing to name a few.
To determine and address the needs for faculty, program reviews and educational planning
provide inputs to the annual plan and budget. The IT Tech Refresh plan is reviewed and
updated annually, and faculty may request special needs through their team lead or division
dean. Technological improvements in student support services as well as the classrooms
enhance educational experiences. These include electronic texts, screen readers, digital
recorders, and text to speech software and communication devices. The use of the Angel
Learning Management System provides students with classroom content online (notes, video
clips, discussion posts, web links), chat functions and g-mail chat functions that provide access
to staff for assistance (CC3D4).
1P16 Aligning Co-Curricular Goals
Co-curricular activities like student clubs/associations and organizations are one of the choices
students have to expand and enhance their educational experience, and align with learning
objectives through leadership/involvement in clubs. The College recognizes student
engagement as an integral part in persistence and in the quality of the student‘s experience,
and a strategic goal is to Expand Student Engagement (8P1) (CC3E1,2).
Program faculty members are often the advisors for program clubs, and ensure that the
experiences match the developmental goals. Clubs align with the profession and/or develop
student chapters of a professional organization such as Society for Human Resource
Management (SHRM) and participate in state and national competitions when the contests align
with the program competencies. The College supports students who wish to start non-program
related clubs targeted at supporting the core abilities such as diversity and teamwork. The
Sustainability Club was chartered in 2010 and ―Membership in the Sustainability Club is open to
all LTC students who display an interest in green initiatives and sustainability.‖ The
Category One: Helping Students Learn
18
Lakeshore Technical College
October 2012
Informational Technology (IT) Club refurbishes decommissioned computers that are sold semiannually to students and staff.
The Diversity Coordinator plans events for the College and works closely with the faculty to
ensure curricular alignment, and offer programming that meets development goals and learning
objectives. The College encourages co-curricular activities where staff and students work
together. Rebuilding Together, a national community-based program is designed to assist low
income senior citizens and families in need of home repairs. Students and staff along with
skilled trades people work in small teams, based on the skills they possess, to work on these
homes at no cost to the home owners. The program is in its fifth year.
In 2011, the College received an AmeriCorps*VISTA position through the Wisconsin Campus
Compact to expand service learning, whose goal is to increase the number of opportunities and
build partnerships between community agencies and faculty to make matches for LTC students.
Service Learning parallels the curriculum to meet the respective program objectives. By using
this learning method, students gain work experience while enrolled in school. One example of
service-learning is in the Horticulture Technician Program. Students use their acquired
knowledge from the classroom to create landscape designs for different community agencies.
Global Education participation increased in the last three years due to support from a Title VI
BIE Grant and the hire of a dedicated Global Education resource. Since 2009, the study away
programs went from one to three, including an eight-week internship opportunity in China.
Recently, a General Education staff member received a grant through a partner college to
spend ten-days in Costa Rica. The experience included living in a remote village, learning to
assemble and install photovoltaic (PV), and assisting impoverished families obtain electricity
through the PV. The instructor will develop a service learning course to take students on a
similar experience. Global Education offers field trips, cultural conversations, and cultural events
to students and staff through the International Bridges Club.
To take the ―taxing‖ out of income tax preparation, using Volunteer Income Tax Assistance
(VITA), the LTC accounting students along with students from Lakeland College, provide free
income tax preparation in spring annually.
1P17 Meeting Learning and Development Expectations
1P2 describes how program learning outcomes are determined and assessed through the TSA
initiative, scores on licensure exams, testing, clinical and field experiences and summative
assessment such as ePortfolios and capstone projects. The College expects that students meet
and show competencies in nine core ability areas. While some courses have measures to
assess these competencies, others do not. Nine College committees are underway to develop
rubrics for core ability measures to provide consistency across the College.
The primary means to determine how student preparedness for employment is through
internship, clinical, or field experience where students receive a grade from an onsite
coordinator. Nursing, Automotive Maintenance and Microsoft Office require a skills check-off to
pass specific courses within the program. Skills demonstration tests such as the Criminal
Justice Academy, demonstrate student preparedness for employment. The graduate follow-up
survey, the five-year longitudinal survey, and the employer follow-up survey, serve as
instruments to assess the preparation of students for employment in their career. These results
also inform about graduates achieving levels of competency that is appropriate to their program.
1P18 Designing Student Assessment
The processes for assessing student learning are overseen by the VP of Instruction and
Director of Curriculum, with involvement from faculty and the Assessment of Student Learning
Team (CC4B4). This team was chartered, as part of the AQIP Action Project Program
Summative Assessment, to develop an assessment model and action plan which would provide
Category One: Helping Students Learn
19
Lakeshore Technical College
October 2012
outcome data related to student learning, including the achievement of work-ready skills (Table
1P18-1)
During the initial phase, the Director of Curriculum works with the faculty to verify that all
program outcomes and core abilities are integrated and assessed in active programs with 26 or
more credits and those active programs with fewer than 26 credits assess the core abilities that
are appropriate for the program. This decision is based on program advisory committee
recommendations, program length, content, assessment strategy, and format. The second
phase will require some form of direct summative assessment method such as a clinical,
internship, field experience, authentic work practice, or portfolio in every program with 26 or
more credits.
The direct assessment applies to both core abilities and program outcomes and is an AQIP
Action Project (CC4B-2). For occupational programs the College adopted the WTCS Technical
Skill Attainment (TSA) model with the following definition: “WTCS programs will assess the
attainment of program outcomes to ensure graduates have the technical skills needed by
employers. The assessments are approved by the System Office, implemented by districts,
linked to industry standards and meet state criteria including validity, reliability, and fairness.”
The model suggested the following strategies:
1. Ensure that programs are based on industry-driven program outcomes.
a. Review existing program outcomes, checking for industry relevance and measurability;
revise as needed.
b. Align core technical program outcomes for programs offered by multiple colleges.
2. Determine which programs have third party/external assessments that meet standards for
validity, reliability, fairness, and feasibility.
3. Develop or identify existing summative assessments that meet standards for WTCS Assessment
of TSA‘s.
4. Develop strategies for collecting and reporting data on assessment of TSA‘s.
The model includes integrating outcomes that are measurable, observable, and field-specific
skills. They originate from current DACUMs, accrediting agencies, national skill standards and
advisory committees. The outcomes are threaded through courses and the performance is
verified with summative assessment. There are also standards for third party external
assessments. Details of the initiative can be found at
http://systemattic.wtcsystem.edu/Instruction/default.htm
Table 1P18-1 AQIP Action Project Technical Skill Assessment Implementation Timeline
Activity








June 2010-Link all program outcomes to course competencies. (Faculty, Director of Curriculum
and Instructional Technology)
October 2010-Meet with faculty that has program outcomes that aren‘t assessed.
December 2010-Pilot integration of curriculum review in the QRP system. (Director of
Curriculum and Instructional Technology, R&P)
June 2011 Update student core abilities for consistency with industry needs. (VP of Instruction)
December 2011 Develop plan & timeline for programs that have not yet developed summative
assessments.
June 2012 Evaluate Worldwide Instructional Design System (WIDS) ability to create
summative assessments for programs.
December 2014 All programs have developed summative assessments.
June 2015 Students are assessed in all programs using TSA.
Category One: Helping Students Learn
Status
Complete
Complete
Complete
Complete
Complete
In progress
In progress
In queue
20
Lakeshore Technical College
October 2012
1R1 Measures of Learning and Development
The College collects several measures of student learning and development at the course level,
program level, and institutional level that are analyzed annually. Some measures are direct and
some are indirect. Institutional data is reported in the College monitor (Table 8R3-1).











Table 1R2-1 GED/HSED Pass Rates
Table 1R2-2 GED/HSED Transition to Programs
Table 1R2-3 Basic Skills Two-Year Transition
Table 1R3-1 Third Party Licensure Pass Rates
Table 1R4-1 Graduate Placement
Figure 1R5-1 Noel Levitz SSI of Student Support Services
Table 1R5-1 Student Support Services –TRiO Results
Table 1R5-2 Title III Scorecard Results
Table 1R6-1 Integrated Postsecondary Education Data System (IPEDS) Retention and
Graduation
Table 1R6-2 IPEDS Degrees Awarded
Table 1R6-3 WTCS Program Benchmarking
1R2 Performance of Common Learning Objectives
Measures monitored to provide direction for learner success are the GED/HSED pass rates, the
GED/HSED and basic skills transition to programs. Using this measure, the College saw
potential to transition more students from GED/HSED and basic skills into program courses and
programs. The awarding of a Title III grant significantly impacted these efforts in the last two
years (Table 1R2-3).
Table 1R2-1 GED/HSED Pass Rates
2008-09
2009-10
2010-11
LTC
92%
89%
89%
2011-12
89%
State of Wisconsin
83%
80%
82%
80%
Source: Annual Statistical Reports issued by Wisconsin DPI
Table 1R2-2 GED/HSED Transition to Programs
Cohort
Number of Grads
Students
Transitioning
Transition Rate
2006-07 GED/HSED Grads
145
17
11.72%
2007-08 GED/HSED Grads
144
16
11.11%
2008-09 GED/HSED Grads
172
22
12.79%
2009-10 GED/HSED Grads
163
27
16.56%
2010-11 GED/HSED Grads
172
28
Source: Cognos 8.3 Report GED/HSED Transitioning, 6/30/12
16.28%
Table 1R2-3 Basic Skills Two-Year Transition to Programs
Report Year
Number of Students
Students Transitioning
Transition Rate
2008-09
2,826
453
16.03%
2009-10
2,631
558
21.21%
2010-11
2,765
761
27.52%
2011-12
3,021
739
24.46%
1R3 Performance Results for Program Learning Objectives
All course outcomes are assessed through student coursework. Program results, distributed
through scorecards, are analyzed in various formats including benchmarked with other WTCS
Category One: Helping Students Learn
21
Lakeshore Technical College
October 2012
colleges (Table 1R6-3). Many assessments are program-specific and may include licensure or
certifications, internship and clinical evaluations, portfolio and summative assessments. Table
1R3-1 indicates a high percentage of graduates that pass their assessments.
Table 1R3-1 Third Party Licensure Pass Rates
Licensure Pass Rates
2007-08
2008-09
Graduates (program below)
224
173
Passed
164
159
Percent Passed
87%
89%
National Percent Passed (Average)
74%
72%
2010-11 Grad Results by Program
2009-10
154
102
96%
81%
2010-11
162
149
97%
82%
Graduates
# Students
Took Exam
# Students
Passing
% Passed*
National
Pass %
48
40
29
33
12
44
38
29
30
12
44
37
27
29
12
100%
97%
93%
97%
100%
88%
85%
67%
80%
92%
Registered Nurse
Practical Nurse
Medical Assistant
EMT-Paramedic
Radiography
Source: LTC Research & Planning Department
*Percent Passed based on students attempting the exam
Beginning in 2015, all Technical Skill Attainment (TSA) assessment outcomes will be collected
with criteria as agreed upon by representatives of the WTCS colleges, their advisory
committees, and local and district employer-specific workforce needs. An example would be an
assessment done through a Third-Party provider such as National Automotive Technicians
Education Foundation (NATEF) or the Certified Medical Assistant (CMA) Exam. Business
programs may provide evidence through portfolios and artifacts. Unique programs will use best
practices to determine their assessment plan. The development of the program-specific TSA
has involved teams of experts across the state with the goal of standardizing summative
assessment measures to benefit students. To date, the College has 23 of 29 programs through
Phase I approval, and five programs through Phase II approval.
1R4 Evidence of Meeting Stakeholders Requirements
Table 1R4-1 indicates graduates are gaining employment in their field of study and affirming
that students have at least entry level technical knowledge and career skills. The College‘s
percentage of related employment is significantly higher than WTCS in the latest graduate
follow-up study. The percent employed is a reflection of the economic situation in our
manufacturing-heavy district. Employers rate overall preparedness, knowledge mastery,
technical skill, and people skill attributes as part of the employer satisfaction follow up study
(Figure 3R4-1). The figure indicates an increase in the rating of these skills from 2009 to 2011.
Table 1R4-1 Graduate Placement
2007-08
LTC Percent Employed
LTC Related Employment
Median Annual Salary – Associate Degree
Source: Graduate Follow Up Survey
91%
2008-09
81%
2009-10
2010-11
WTCS 2011
81%
82%
88%
71%
$36,033
77%
75%
79%
88%
$33,316
$35,492
$34,778
$39,875
Evidence that students completing degrees and diplomas are prepared for the rigors of other
educational institutions is in the number of subsequent degrees awarded our graduates.
Tracked through the National Student Clearinghouse, 62 subsequent degrees were awarded
the 2005-06 graduates, and 96 subsequent degrees were awarded the 2006-07 graduates.
These results were from five-year longitudinal studies conducted the last two years.
Category One: Helping Students Learn
22
Lakeshore Technical College
October 2012
1R5 Learning Support Process Results
The 2012 Student Satisfaction Inventory (SSI) results identified the largest gaps within eight
student support areas (Figure 1R5-1). Based on the gap between ranked importance and
student satisfaction level, the recommended focus is on academic advising/counseling,
instructional effectiveness, and registration. Results have been presented to staff and
leadership. Initiatives have been developed around academic advising and registration.
Figure 1R5-1 Noel Levitz SSI of Student Support Areas
The College has invested in learning support services for students and faculty over the last four
years. Remodeling of the Student Resource Center has made a one-stop-shop for students
needing academic support, testing services, and group study rooms or tutoring (1P15). Through
grant funding for Title III and TRiO, campus support services have sustainable processes
yielding results in student persistence, and satisfaction.
Table 1R5-1 Student Support Services (TRiO) Results
# Of
Students
2nd Year Retention
2011 to 2012
142
92%
Study Sessions
 Economics, Introduction to Psychology
 Sociology, Abnormal Psychology
 American Government
Study sessions developed in low
retention programs
 Paramedic
 Fire Medic
 Electro-Mech
Source: Cognos Report
Category One: Helping Students Learn
23
Lakeshore Technical College
Students served in the
Title III grant have
exceeded or met the
2011-12 targets in all but
one instance. The data
indicates that 69% of the
pre-college students are
accessing student support
services and that 24% of
adult secondary education
students transitioned into
programs.
October 2012
Table 1R5-2 Title III Scorecard Results
Essential Duties &
Responsibilities
Increase GOAL student
preparedness for transition
Increase transition rate from
GOAL to postsecondary
program
2009-10
Results
2010-11
Results
2011-12
Results
2011-12
Targets
50% of new GOAL students with
postsecondary intent
86%
75%
77%
65%
100% of GOAL student with career
map
87%
97%
100%
100%
70% of GOAL students accessing
support services
54%
70%
69%
80%
10% of ASE Three Year PS program
transition rate
23%
347/1489
30%
534/1810
24%
521/2211
14%
11% of ABE Five Year PS program
transition rate
10.12%
110/1087
12%
144/1196
19%
225/1216%
14%
8% of ELL Level Five, Three Year
PS program transition rate
1%
1%
1/98
3%
3/113
11%
73% Course completion for GOAL
students
85%
1414/1653
83%
2667/3219
80%
1457/1811
74%
90%
133/147
80%
182/228
86%
290/337
76%
362/475
83%
394/477
74%
444/597
Key Indicator
Increase success for program 81% Semester to semester
admitted GOAL students
retention for GOAL students
Second year retention for GOAL
students
82%
72%
1R6 Comparative Results
Finding comparative results for the performance of our processes in this category has been
challenging. IPEDS reports provide data on retention, graduation, and degrees awarded with a
comparison group of thirty-five other two-year colleges. WTCS program scorecards through
QRP provide a comparison of course completion, retention, graduation, and job placement
(Table 1R6-1). The WILM consortium has Key Performance Indicators (KPIs) and a common
data system where we can compare results in graduate satisfaction, student satisfaction, and
program costing.
Table 1R6-1 IPEDs Retention and Graduation
Retention Rates of First-Time, Degree Seeking Undergraduate
Students Fall 2011 to Fall 2012 and Graduation Rate
LTC
Comparison
Group1
Full-time retention rate
72%
57%
Part-time retention rates
61%
43%
Graduation rate (2008 cohort)
32%
29%
20%
38%
Graduation rate cohort as percent of undergraduates (fall 2011)
1
Comparison Group comprised of thirty-five two-year colleges
Table 1R6-2 IPEDs Degrees Awarded
Number of Degrees or Certificates Awarded by Level,
2010-11
LTC
Comparison
Group1
Associate's
399
235
Certificates of one-year but less than two years
284
83
Certificates of less than one year
378
53
1
Comparison Group comprised of thirty-five two-year colleges
Category One: Helping Students Learn
24
Lakeshore Technical College
October 2012
Table 1R6-1 WTCS Program Benchmarking
Statewide Indicator Summary
Fiscal Year: 2011
Evaluation Type: 10 - Associate Degree
Program: 10-101-1 ACCOUNTING
C200 Course Completion
Target Threshold Actual
C400 Special Populations
Course Completion
Target Threshold Actual
C600 Minority Course
Completion
Target Threshold Actual
100 WITC
F200 Second Year Retention
F400 Third Year Retention
Target Threshold Actual
Target Threshold Actual
LTC
73.6
58.53
78.63 LTC
70.94
52.06
75.32 SWTC
73.69
31.41
74.67
55.83
82.22 MSTC
55.54
36.33
59.72
WITC
73.6
58.53
73.39 SWTC
70.94
52.06
70.83 CVTC
73.69
31.41
68.75 NTC
74.67
55.83
75.27 MPTC
55.54
36.33
57.02
WEST
73.6
58.53
71.69 WITC
70.94
52.06
69.36 MSTC
73.69
31.41
64.71 NWTC
74.67
55.83
71.98 NTC
55.54
36.33
56.98
SWTC
73.6
58.53
70.69 WEST
70.94
52.06
68.25 NTC
73.69
31.41
61.29 NATC
74.67
55.83
69.23 GTC
55.54
36.33
48.45
WCTC
73.6
58.53
68.42 CVTC
70.94
52.06
66.23 LTC
73.69
31.41
60 MSTC
74.67
55.83
65.43 BTC
55.54
36.33
47.89
NTC
73.6
58.53
67.42 WCTC
70.94
52.06
63.78 WEST
73.69
31.41
59.26 SWTC
74.67
55.83
65.12 MILW
55.54
36.33
47.39
CVTC
73.6
58.53
66.2 NTC
70.94
52.06
62.2 WCTC
73.69
31.41
54.17 GTC
74.67
55.83
63.68 FVTC
55.54
36.33
46.21
NWTC
73.6
58.53
63.03 MADI
70.94
52.06
61.42 MADI
73.69
31.41
50 LTC
74.67
55.83
63.53 LTC
55.54
36.33
45.24
BTC
73.6
58.53
62.5 MSTC
70.94
52.06
58.28 WITC
73.69
31.41
50 WCTC
74.67
55.83
63.51 NWTC
55.54
36.33
45.1
MADI
73.6
58.53
62.1 BTC
70.94
52.06
57.29 NWTC
73.69
31.41
47.54 MADI
74.67
55.83
63.35 CVTC
55.54
36.33
42.68
MSTC
73.6
58.53
61.46 NWTC
70.94
52.06
56.35 FVTC
73.69
31.41
47.06 MILW
74.67
55.83
61.47 MADI
55.54
36.33
42.42
MPTC
73.6
58.53
60.93 GTC
70.94
52.06
55.23 MILW
73.69
31.41
44.4 CVTC
74.67
55.83
60.91 WCTC
55.54
36.33
40.18
NATC
73.6
58.53
59.74 MPTC
70.94
52.06
54.72 GTC
73.69
31.41
41.03 FVTC
74.67
55.83
58.66 WEST
55.54
36.33
40
FVTC
73.6
58.53
59 FVTC
70.94
52.06
52.13 BTC
73.69
31.41
38.89 MPTC
74.67
55.83
57.76 NATC
55.54
36.33
38.24
GTC
73.6
58.53
58.51 NATC
70.94
52.06
51.92 NATC
73.69
31.41
35.71 WEST
74.67
55.83
54.89 SWTC
55.54
36.33
35.71
MILW
73.6
58.53
56.86 MILW
70.94
52.06
49.48 MPTC
73.69
31.41
10 BTC
74.67
55.83
52 WITC
55.54
36.33
31.37
Scorecard abbreviated – entire summary report includes 9-10 measures.
1I1 Recent Improvements
A strategic initiative in 2012 was to develop the Student Success model (Figure 3P2-1). A crossfunctional team was recruited, action plan unfolded, and measures selected. The beauty of this
model is that all efforts are coming under one system with shared targets and input.
The College allocated resources and remodeling efforts to two key areas: the student
success/student life office and the student resource center. Both areas become a one-stop-shop
for students to engage in either co-curricular and student development activities or academic
support through learning support and library resources.
The College utilized the placement validity services of the College Board to assist in the use of
academic measures to identify the course level that is most appropriate for student‘s ability level
and success. The Accuplacer test was changed from an entrance requirement to a placement
test or educational pathway. This project is ongoing with careful analysis related to student
success and eliminating barriers for student admission.
The course feedback process was identified as an opportunity for improvement. The process
was initially reviewed and comprehensively overhauled with the involvement of R&P, and faculty
and deans as part of a Process Improvement Team (PIT) effort. Improvements included moving
to online surveys emailed to students through their LTC email account, surveying all courses for
all instructors, utilizing an evaluation component within the survey tool that automates reporting,
and refining the survey questions. The improvements have translated to more timely reporting to
faculty, streamlined communication methods, quantity of student responses received, and cost
savings largely due to reduced process time and materials (electronic collection rather than
paper-based). Response rates are lower than facilitated surveys, but valid and measurable.
1I2 Culture and Infrastructure Involvement in Process Improvements
With new leadership from a Vice President of Instruction in summer 2011, recent improvements
include the introduction of ―Faculty Forums.‖ These forums provide a venue for all faculty to
engage in idea sharing, conversation and continuous improvement culture. The College culture
encourages team involvement from all levels of staff (Figure 5P5-2). Collaborative efforts range
Category One: Helping Students Learn
25
Lakeshore Technical College
October 2012
from program faculty setting targets for improvement in their QRP, to staff and student
involvement on a Process Improvement Team (7P2).
The College has a new initiative to develop comprehensive measures for the common learning
objectives or core abilities. There are currently nine project teams/committees, made up of
faculty, deans, and management working on developing the measures for the nine core abilities
which will be piloted across the College in 2012-13. Feedback from instruction will be collected
during the pilot phase, and rubrics will be revised as necessary and implemented college wide
in 2013-14.
Category One: Helping Students Learn
26
Lakeshore Technical College
October 2012
Category Two: Accomplishing Other Distinctive Objectives
Category Introduction
In Accomplishing Other Distinctive Objectives, the College responds to and serves the
dislocated worker population and provides workforce training for local organizations. These
initiatives have replicable processes that the leadership team evaluates regularly for
improvement. The College has aligned approaches to respond to and serve the dislocated
worker population (Figure 2P4-2). Due to the large manufacturing base in the area, significant
cohorts of workers transitioned to college in the past five years, many for their first time as nontraditional adult students. Serving these students is a key distinctive objective and processes
were implemented through the Dislocated Worker Response Team members.
Workforce training, (Figure 2P1-1) another key institutional objective, is systematic and aligned.
Staff in the Workforce Solutions department use aligned approaches and established processes
that generate leads and provide workforce training for local organizations.
The College assigned a project team to develop an alumni program and recruit members for a
college alumni group. While early in the stages of a quality development process, it will
transition from reactive to systematic approaches over the next year or two as the alumni group
is established and recruiting graduates becomes systematic. Over 15,000 letters were sent to
attract graduates to the new organization.
Another distinctive objective of the College is community Involvement. The College promotes
and measure staff‘s participation in the community. Through use of an electronic calendaring
system, the College uses a systematic approach to tracking staff involvement in the community.
The College began collecting, monitoring and tracking this data just two years ago.
Category Two: Accomplishing Other Distinctive Objectives
27
Lakeshore Technical College
October 2012
2P1 Designing and Operating Key Non-instructional Processes
The college designs key non-instructional objectives based on the goals of the strategic plan.
College leadership determines the non-instructional objectives to be accomplished and monitors
those objectives through the annual plan. (8P1). Partnerships are critical to the design and
operation of key non-instructional services and processes (Tables 9P7-1 and 9P7-2).
Departments and divisions operate key non-instructional processes within the College.
The Workforce Solutions Department focuses efforts in: economic development; customized
training; short-term industry-specific training programs; Workforce Advancement Training (WAT)
grants; seminars; Center for Entrepreneurship; and dislocated worker support. Additional
distinctive objectives include college advancement and alumni relations; the Health and Human
Services Division (Community Dental Clinic) and various relationships with business/industry
(Table 9P7-2). The Workforce Solutions process focuses on lead generation and evaluation of
identified resources and capabilities. (Figure 2P1-1) The lead generation process is a
collaborative effort of Workforce Solutions staff and faculty. The Workforce Solutions training
directors, faculty and deans develop relationships with various businesses and identify the
specific need. Faculty provide the training and nurtures the relationship with quality training.
Objectives are implemented and deployed through the collaboration of staff in the
corresponding departments.
Figure 2P1-1 Lead Generation Process
2P2 Determining Other Distinctive Objectives
The College determines other non-instructional distinctive objectives through its planning
process (8P1). The College seeks planning input through environmental scanning, surveys,
internal team meetings, program advisory committees, and stakeholder discussions. Input and
ideas are assessed in terms of potential benefit to the stakeholders, the College, and the
community overall and then synthesized into goals by the Leadership Team (LT) members. The
goals are subsequently added to the division and annual plans (Figure 8P1-1).
Category Two: Accomplishing Other Distinctive Objectives
28
Lakeshore Technical College
October 2012
Non-instructional distinctive objectives developed through the planning process include:






Alumni Project
Dislocated worker rapid response team
Community Dental Clinic
Center for Entrepreneurship
Community Involvement – Represent LTC
High School Programs-Career Interest Events, including Career Expo and Career Connections,
Junior Achievement Business Challenge
2P3 Communicating Expectations
The LT initially communicates objectives and goals, budgets, and measures through the
planning process. Goals are championed by members of the Leadership Team, who deploy
additional actions/goals to staff in their department (8P1). The Dislocated Worker team for
example, has key processes and steps to facilitate worker needs when plants close and
downsize. The members work closely with agency partners in a collaborative model. The
Leadership Team allocates resources needs.
Objectives are also communicated in multiple methods (Table 5P7-1):







The Bridge (intranet),
President‘s updates
Monthly Project Showcase Updates.
All-staff in-service three times per year
Management Team meetings.
Department and division meetings
Employee Performance Review (EPR) process (4P10) which includes individual performance
monitors.
Teams formed to work on objectives also take responsibility to communicate expectations to
appropriate staff as part of annual action plans (5P7, Figure 5P5-2). Managers communicate
expectations through the goal deployment process. (Figure 5P2-1)
2P4 Assessing and Reviewing Objectives
The College Leadership Team (LT), Instructional Leadership Team (ILT) and Managers use the
College Monitor (Figure 8R3-1) to assess and review progress and appropriateness of the
objectives and adjust if necessary. Key non-instructional objectives are also monitored and
communicated through the Project Management System. Recent examples include the Alumni
Association and Promoting Campus Sustainability. Project teams accomplish the goals
assigned and the LT assesses the results of the project and makes adjustments if necessary.
The LT‘s analysis of key results determines the value of the objectives using stakeholder
input/feedback (8P1) and surveys conducted by Workforce Solutions at the completion of
contracts (Table 3P1-1). The LT assesses responsiveness through actions taken to respond to
employer and community needs and through quantitative and qualitative feedback stakeholders
provide. Mid-year and year-end updates provide opportunities for staff to share feedback and
comments regarding how needs were met (Table 8R2-2).
Response to workforce and community needs requires flexibility, adaptability, and often requires
immediate action. The LT identifies current needs at the bi-weekly LT communication meetings.
For example, the Vice President of Workforce and Economic Development notifies the LT of
announced District plant closings and industry downsizings where large numbers of dislocated
workers need assistance (Figure 2P4-1). This activates the College‘s Dislocated Worker
Response Team. During dislocated worker orientation sessions, the College collects
demographic information to identify training needs and where staff allocations or special
Category Two: Accomplishing Other Distinctive Objectives
29
Lakeshore Technical College
October 2012
partnering opportunities are needed to serve this population. Monitoring related enrollments
helps determine future staff and resource reallocations as the enrolled group transitions from
Basic Skills to academic programs.
Figure 2P4-1 LTC Dislocated Worker Response Core Process
2P5 Determining Faculty and Staff Needs
Staff needs are determined through performance data and through individual or teamidentification at department, division, or team meetings, educational planning sessions,
department budget reviews, and EPRs (4P10). Staff communicates needs such as training,
staffing to improve customer responsiveness, technology to enhance productivity, and process
improvements to increase efficiency. If business and industry requests fall outside of staff
expertise, the College responds by either developing staff capabilities or securing a partner
relationship able to respond to the need.
2P6 Incorporating Faculty and Staff Needs
Inter- or intra-departmental collaboration allows staff to identify reallocation of funds or
personnel to meet the needs prior to seeking additional resources. The responsible manager
articulates additional resource needs to the LT for decision-making through the emerging issues
part of the planning process. The plan and budget process addresses immediate and future
needs that cannot be met through reallocation (8P1).
Category Two: Accomplishing Other Distinctive Objectives
30
Lakeshore Technical College
October 2012
2R1 Measuring Accomplishment of Other Objectives and Analyzing Results
Measures that are collected and analyzed regularly for other distinctive objectives include the
following.







Table 2R2-1 Workforce Solutions Key Performance Indicators
Table 2R2-2 WTCS Economic Impact Survey
Table 2R2-3 Seminar and Contract Feedback
Table 2R2-4 Dislocated Worker FTE and Enrollments
Table 2R2-5 Community Dental Clinic Statistics
Table 3R4-1 Employer Satisfaction by Attribute
Table 3R5-1 Employer Relationships
2R2 Results for Accomplishing Distinctive Objectives
The College monitors revenue from contracts and grants from area companies, the number of
companies served, enrollments in courses, and FTEs of customized (contract or grant) training
and seminars as measures of meeting business needs. Satisfaction measure comparisons are
made to the WTCS. For its size, the College secures a significant percent of the WTCS
Workforce Advancement Training Grants (WATG) for district employers: size-wise the College
ranks number three in the WTCS, and secured seven percent of available grant dollars in 201112. WATG revenues are reported in the total revenue from contracts and grants. Economic
value and indicators from WATGs are reported annually to the WTCS State Office. Table 2R2-1
shows a consistent number in revenue totals and companies served.
Table 2R2-1 Workforce Solutions Key Performance Indicators
Indicators
Contract and Grant Revenue
Seminar Revenue
Total Revenue
Companies Served
2008-09
2009-10
2010-11
2011-12
Percent of
Total
$1,258,028
$1,369,907
$1,285,502
$1,602,620
3.81%
$118,833
$116,901
$107,498
$68,961
0.32%
$1,376,861
$1,486,808
$1,393,000
$1,671,581
4.13%
146
121
140
117
n/a
Contract FTE's
36.07
82.45
48.97
50.13
1.95%
Contract Enrollments*
5,239
6,086
4,960
6,146
n/a
Seminar FTEs
10.07
8.14
7.27
7.2
0.29%
Seminar Enrollments*
1,131
1,085
1,348
1,572
n/a
Total FTE
46.14
90.59
56.23
57.33
2.23%
Total Enrollment (duplicated)
6,370
7,171
6,308
7,718
n/a
Employers who use the College‘s contracted services are surveyed to determine the economic
impact that the training had as well as their satisfaction and likelihood to use the services again.
Table 2R2-2 indicates employer satisfaction and repeat business is trending higher than the
WTCS comparison.
Table 2R2-2 WTCS Economic Impact Survey
Satisfaction of Training
Likelihood to Use Again
LTC
2008-09
LTC
2009-10
LTC
2010-11
WTCS
2010-11
94%
95%
94%
97%
98%
98%
95%
95%
Student feedback on each seminar and contract course offering is gathered at the conclusion of
each event. The feedback is reviewed on an individual basis to determine whether the seminar
should continue to be offered, and the curriculum was relevant. Year-end aggregated data is
reviewed as a Workforce Solutions department indicator. Table 2R2-3 indicates a stable trend in
individuals‘ satisfaction with seminars and contracts.
Category Two: Accomplishing Other Distinctive Objectives
31
Lakeshore Technical College
October 2012
Table 2R2-3 Seminar and Contract Feedback
Survey Questions
2008-09
2009-10
2010-11
In general, I was satisfied with this seminar.
4.48
4.46
4.54
I would recommend this seminar to others.
4.45
4.45
4.54
In general, I was satisfied with this course.
4.56
4.52
4.50
4.52
4.52
4.45
I would recommend this course to others.
Five point scale
The College‘s responsiveness and commitment to the ongoing retooling of the community
workforce are demonstrated by the number of dislocated workers served annually. The numbers
vary from year-to-year depending upon the local economic climate. The College uses the data
to help determine the number of and content of course offerings to best serve the skill levels
and interests of those being dislocated as well as potential resource and staff impacts. Table
2R2-4 indicates a slow-down of dislocated worker degree and diploma students in 2012. The
surge that prompted the initial dislocated worker response team has moved through the pipeline
with many finishing up their degrees in 2011. Unemployment in the district continues to be
higher than the state rate, indicative of the economic lag of the manufacturing industry which
makes up the largest portion of the local economy.
Table 2R2-4 Dislocated Worker FTE and Enrollments
FTE
Degree and Diploma
Community Ed/Workforce Solutions
Basic Skills
Total FTE
Enrollments
Degree and Diploma
Community Ed/Workforce Solutions
Basic Skills
Total Enrollments
2009-10
558
7
96
661
2009-10
1029
222
527
1778
2010-11
597
3
66
666
2010-11
1003
113
280
1402
2011-12
398
4
51
453
2011-12
693
200
149
1047
Source: Cognos Reporting System - Dev, New DW by Career and Term, Updated 6/25/12
The College has strong relationships with employers, and receives supportive commendations,
below is a sample, indicative of employer support.
“Dear Mike
It is important that you know that LTC is one of the highlights of our Technical College system
when it comes to preparing manufacturing students. Last week, we hired a young man named
Aaron who will be graduating from your fabricating program this week. He scored 100% on the
blue print test that is part of our job application for fabricators. I haven’t seen many perfect
scores-this was impressive. Aaron will be taking a welding certification test in the next week so
that he can be AWS certified in our facility. I will be happy to share the results from his welding
test as well.
I would love to visit the LTC/Plymouth Science and Technology Center with you. Please let me
know what would work in your schedule following the holidays. As for consistency across the
Technical College system, I believe LTC has some best practices that truly need to be shared
with the other colleges. You guys are doing it right! We will take as many of your graduates as
we can convince to move to this area. I look forward to working with you to better prepare our
manufacturing workforce across this state.
Happy Holidays!”
Category Two: Accomplishing Other Distinctive Objectives
32
Lakeshore Technical College
October 2012
The Community Dental Clinic is a community service that provides needed care for community
members. The clinic affords opportunity for instructors and students to work side by side with
dental professionals, which helps ensure that academic techniques and equipment are kept
current with industry practices. While these key results are not quantifiable, the Health and
Human Services Division does significant tracking of statistics, outcomes, and economic impact.
Table 2R2-5 indicates a stable trend of utilization (2009-10 was the banner year for
unemployment in local communities) and an upward trend in the number of procedures required
per participating person, further indicating the need and implying the economic impact.
Table 2R2-5 Community Dental Clinic Statistics
Community Dental Clinic Statistics
2008-09
2009-10
Patients Served
560
705
2010-11
565
Average Procedures per Person
2.6
2.8
3.08
Volunteers (dentists, hygienists, and dental assistants)
136
106
109
Students Receiving Part of Clinical Experience
27
23
22
The WTCS conducts the employer satisfaction survey every five years to collect data on
employers‘ perceptions of recent graduates (Table 3R4-1). The primary objective of the survey
is to gauge how well graduates‘ technical work skills, people skills, and attitudinal attributes
meet employers‘ expectations for entry-level employees.
Represent LTC is a recent initiative through the Marketing and College Relations Department.
Results have been tracked since 2009. The first year‘s results totaled 338 hours documented by
the College. In 2010-2011, the College slightly increased the hours, totaling 344. However,
through improved communication and expectations to this initiative the College tracked 1,104
hours throughout 2011-12.
Building Alumni relationships was a strategic project during the 11-12 year. The main goal of
this group was to build a group of alumni to increase awareness and promotion of the College‘s
program. To date, the College has 976 alumnus participants and 98 of those have expressed
interest in serving as an advisory board member to continue to promote the school.
2R3 Results Comparison
Table 2R3-1 WFS Revenue Comparison Per Capita
WTCS Contract/Professional Development Training Revenue FY 2010-11
District
Fox Valley
Moraine Park
Southwest WI
Northeast WI
Lakeshore
Waukesha County
Nicolet Area
Northcentral
Mid-State
Gateway
Western
Chippewa Valley
Blackhawk
WI Indianhead
Milwaukee Area
Madison Area
FY 10-11 Total
Source: WTCS
Seminar
Revenue
Contract Revenue
$
$
5,888,022
3,030,322
1,046,720
3,031,830
1,407,946
2,771,665
491,704
1,326,176
735,584
1,912,928
951,094
1,013,264
628,500
797,932
1,824,490
1,071,926
27,930,104
$
$
315,355
101,153
21,258
126,448
109,718
75,314
23,363
122,130
12,067
42,393
74,580
126,279
25,888
79,602
3,830
45,823
1,305,199
Revenue
Total Revenue
$
840
$
$
840
$
Category Two: Accomplishing Other Distinctive Objectives
6,203,377
3,131,475
1,067,978
3,158,278
1,517,664
2,846,980
515,067
1,448,306
747,651
1,955,321
1,025,675
1,139,543
655,229
877,534
1,828,320
1,117,749
29,236,143
District Population
2011
460,126
307,008
125,445
411,666
199,650
401,622
80,011
228,061
169,462
459,266
257,043
304,681
190,040
307,800
1,060,706
731,651
Revenue Per
Capita
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
13.48
10.20
8.51
7.67
7.60
7.09
6.44
6.35
4.41
4.26
3.99
3.74
3.45
2.85
1.72
1.53
5,694,236 $
5.13
33
Lakeshore Technical College
October 2012
Dislocated worker enrollment and FTEs are not compared with those of other colleges since the
nature of the data is dependent on local economies. Total revenue (Table 2R3-1) and
Workforce Economic Impact Satisfaction (Table 2R2-2) results are compared. The College‘s
scores were comparable to the average of other WTCS colleges. The College‘s employer
satisfaction results are compared to overall WTCS scores (Table 3R5-1).
2R4 Strengthen the Institution and Relationships with Community and Region
The College and its staff are recognized in the community as a college of excellence with strong
commitment and successes as evidenced by two awards:
 The Chamber of Manitowoc County 2009 Cooperation Award-Special Events for the
Junior Achievement Business Challenge
 The Chamber of Manitowoc County 2010 Education Impact Award to college president
Dr. Michael Lanser
The College continues to strengthen its relationships with the community and region. It is
regarded as a strategic partner by business and industry, governmental and economic
development entities, and community services and organizations. For example, the College
helps to address the skilled worker shortage by providing flexible training to meet business and
industry needs for skilled workers. Development of the high-speed production technician
training, a 10-week program, emerged from the College‘s relationship with Sheboygan Area
Operations Managers‘ Round Table, and five local industries with a common need assisted in
development of the curriculum. The initial pilot had 15 incumbent workers from Round Table
companies, followed by two programs of dislocated workers, totaling 37 trained, and funded by
Bay Area Workforce Development Board (BAWDB). The curriculum has been modified and has
become a regular offering through the College‘s Trade and Industry Division.
In addition, the College makes its facilities available to the community for events and meetings.
Examples include Rep. Tom Petri public forums, in-service for local K-12 districts, Junior
Achievement Business Challenge, annual community job fair, and Boy Scout meetings, etc. The
College continues its initiatives for flexible training to build the skilled worker pool, responsive
upgrade of skills of adult learners, and enhancing collaboration with BAWDB, all noted as
strengths in the 2008 AQIP review. Each of the above indicates that the College is
accomplishing its mission of preparing a skilled workforce and being responsive to community
needs.
The College‘s approach to serve dislocated workers supports the strategic plan and strengthens
the lakeshore economy by providing the training to assist people of all ages in getting back into
the workforce (Table 2R2-4). The Vice President of Workforce & Economic Development serves
as the liaison between the funding sources, case managers, and the instructional areas. Part of
this role is serving on and communicating regularly with the BAWDB (Figure 9P7-2). This
regional agency, located in Green Bay, is responsible for securing government funding for the
dislocated workers. This type of participation and collaboration enhances the relationship with
the community by providing just-in-time retraining and upgrading for a large number of adult
learners.
The results reviewed in 2R1 strengthen the College‘s strategies and goals with quality
improvements that sustain and keep pace with workplace needs. In addition, the community
uses the College‘s facilities for events and meetings which strengthen their support of the
facilities. College staff volunteer and participate through Represent LTC in a plethora of
community services and organizations throughout the district, region, and state.
Category Two: Accomplishing Other Distinctive Objectives
34
Lakeshore Technical College
October 2012
The College‘s responsiveness strengthens the institution by building community. Since the
College is supported by local tax levy, community support is key to furthering the College‘s
mission.
2I1 Recent Improvements
Regular company visits and participation in business and community groups ensures regular
feedback and consistent communication of needs that trigger staff to make process
improvements to meet needs. Improvements in this category include:





Using OnContact as the customer relationship management (CRM) system to house the
information gathered.
Piloting a systematic approach for collecting and sharing economic impact feedback.
Sales process based on relationship marketing, which has provided the systematic approach
amongst all Workforce Solutions staff and relevant faculty in exceeding sales goals.
The recent formation of an alumni association to enhance partnerships and responsiveness to
workforce needs.
The College assigned a manager to implement dislocated worker processes.
2I2 Culture and Infrastructure Involvement in Process Improvement
The LT sets responsive targets, improvements, and priorities based on the needs of the
community and performance results. Feedback is received through a variety of methods
including the College‘s EPR process, community members‘ dialogue with staff, strategic
planning sessions, employer surveys, advisory committees, and the Board‘s linking and learning
activities.
Category Two: Accomplishing Other Distinctive Objectives
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Lakeshore Technical College
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Category Two: Accomplishing Other Distinctive Objectives
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Lakeshore Technical College
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Category Three: Understanding Students’ and Other Stakeholders’
Needs
Category Introduction
The College has numerous avenues to collect and analyze data and information related to
students‘ and other stakeholders‘ needs. However, processes operate at a systematic level and
the College needs to focus on using the data and processes to align and integrate approaches.
Processes exist within the Instructional Leadership Team and Leadership Team; however, there
are still opportunities for improvement. The College‘s commitment to student success is
highlighted through the alignment with the Strategic Plan, Values (Figure 4P2-1), Guiding
Principles (Figure 5P1-1) and the recent AQIP Action Project: Student Retention. The key
outcome of this project is a short and long term student success plan driven by a cross functional
student success team. Recent strategic projects to support understanding students‘ and
stakeholders‘ needs include: Minority Student Retention, Student Success Model (Figure 3P2-1),
and implementing the Student Resource Center.
Improving communication with staff about related processes will help the College align and define
roles and responsibilities which increases collaboration among departments. One future
improvement is to have all staff understand how the College processes relate to the goal of
meeting or exceeding the needs and expectations of students and stakeholders which helps move
toward alignment and integration.
Category Three: Understanding Student and Stakeholder Needs
37
Lakeshore Technical College
October 2012
3P1 Identifying Changing Needs of Student Groups
The College identifies the changing student needs through various methods and addresses needs
through, departmental improvements, and the annual planning process. Methods to collect
information include qualitative and quantitative input from students, staff, and committees through
surveys, focus groups, and direct feedback.
Research & Planning tracks the changing needs of students through a variety of reports and
surveys. Demographic trends in local communities, including data of local high school graduates
that attend other colleges for specific programs, and student statistics like completion and
retention indicators are monitored. The Student Satisfaction Inventory measures the student‘s
expectation and satisfaction of key support needs around the College. Trend data is analyzed to
evaluate the change in needs and expectations of students (Tables 3R2-1 and 3R2-2).
External committees and groups such as program advisory committees, superintendent advisory
committee, and high school principal advisory committees discuss and address changing student
needs (9P1). Key departments with related functional responsibilities develop and deploy
initiatives and activities to meet the identified stakeholder‘s needs.
Analyzing and Selecting a Course of Action
The Leadership Team (LT) and Instructional Leadership Team (ILT) analyze student success
measures on Quality Review Process (QRP) scorecards, performance monitors, and executive
reports. Measures tracked include course completion, FTE, enrollment trends, retention, and
graduation and employment rates. Student success targets are set and tracked on the College
monitor (Table 8R3-1) and instruction monitor (Table 8R3-2). Instructional programs are
evaluated through the Program Health Process (Figure 1P14-1), which monitors retention,
graduation, and placement rates by program (CC4C1,2,3,4). The LT and ILT monitor leading
indicators such as admission data, course and program drops, enrollments, and FTEs through the
Monthly Monitor.
Table 3P1-1 includes a list of data that is collected and integrated into the annual planning
process, strategic initiatives, and departmental plans and goals.
Table 3P1-1 Analyze and Take Action
Data Collected
QRP Scorecards (Table
1R6-1), Perkins
Scorecards, College
Monitor (Table 8R3-1)
Higher Education
Articulation Numbers
(Table 9R2-3)
Flexible Learning Usage
and Success
Financial Aid Awarded
(Table 6R2-1)
Student Grievances
(Table 3R3-1)
High school survey
(Table 9R2-1)
Information Obtained
from Data
Graduation, Retention,
Course Completion
Transfer and continuing
education, subsequent
degrees
Usage of flexible learning
options and course
completion
Results (Actions Taken)
Strategic Project – Student Retention
Various grant activities to impact course completion, retention,
graduation
Department goals-increase articulation usage.
Department goals-increase flexible course offerings.
Average aid awarded
Department goal-increase emergency assistance scholarships.
Student complaints
Actions taken on all student issues.
Input from K-12 schools
Start of School Survey
Improvement suggestions
obtained from students.
New Idea Process
(Figure 1P4-1)
Programs to expand
Student Satisfaction
Surveys (Table 3R2-1,
3R2-2, Figure 1R5-1)
Input from students on
services offered.
Strategic Project – Educational Pathways
Departmental Goals – Increase dual credit enrollments
Departmental Goals – Single Sign-on (one password for access into
all systems)
Strategic Project – Expand community education offerings to meet
community needs
Departmental Goals – Offer Nursing Assistant program at Community
Education Sites
Strategic Project – Counselor/Advisor project
Strategic Project – Expand Access to student services
Departmental Goals – Increase counselor walk-in hours
Category Three: Understanding Student and Stakeholder Needs
38
Lakeshore Technical College
Data Collected
October 2012
Information Obtained
from Data
Program Advisory
Committees
Input from Business and
Industry on Programs
K-12 Superintendent
Advisory Council
Input on areas to partner
with local K-12 schools.
Parents‘ Perception
Survey
Monitors changing needs
and trends with parental
concerns as their children
make choices regarding
higher education.
Results (Actions Taken)
Process Improvement Team – Inquiry to Registered PIT
Grant Application Process – Department of Education TRIO grant
New Idea Process – Development of a new program
Curriculum Modification Process – Curriculum change will be more
than 20%
Department Goal- Modify program as needed
Strategic Project – Partner with Local High Schools
Strategic Project- LTC –Plymouth Science & Technology Center
Department Goals – Implement Educational Pathways and Programs
of Study
Drive marketing plan and messaging strategies.
3P2 Building and Maintaining Relationships with Students
The College builds relationships with potential students through recruitment events: Experience
LTC, Career Connections, Career Expo, Career Discovery, Annual Open House, Rapid Response
sessions, Informational sessions, Career Sampling, College Goal Wisconsin, Community
Education offerings, Job Fairs, and Veterans Supermarket.
Staff work together to ensure a smooth transition from inquiry through graduation (Figure 3P2-1).
Alignment of a student‘s learning style, academic needs, and chosen program occur throughout
the four phases.
Figure 3P2-1 Student Success Model
Student Success Model
Pre-Enrollment Phase
Enrollment Phase
Learning Phase
Outcome Phase
Classroom Experience
Admissions
- Assessment
Early Alert/Referral
Process
Orientation
-General College
-Program
Recruit/Inquiry
Financial Aid and Scholarships
Advising
-Career
-Program
Support Services
-Multicultural
-Title III
-ADA
Advising
-Course Placement results
-Schedule
-Program selection
Support Services
-TRIO
-Title III
-Minority Services
-ADA Services
-Peer Mentoring
-Library
-Academic Support Center
-Tutoring
-Supplemental Instruction
-Boost Workshop
-College Success Course
Registration
-Enroll in classes
Graduation
Educational Goal
Completion
Job-out
Re-apply for Financial Aid
Step-out
Student Clubs/SGA
Career Services
-Internships and Work
experience
-Service Learning
-Career Placement
Services
Measures
-Inquiry to Admit rate
-Percent of students receiving financial
assistance
-Inquiry to course registration
Measure
- Admit to registered rate
Measures
- Course Completion rate
-Retention Rate
-Number of students in internships
and service learning
-Retention rate of minority students
-Number of early alerts each year
Category Three: Understanding Student and Stakeholder Needs
Call Process
-non-returning
Re-enroll
Measures
- Graduation Rate
-Percent of students that reached their
educational goal
-Certificate Completion
39
Lakeshore Technical College
October 2012
College staff build relationships with students through various networking opportunities (Table
3P2-1). The College‘s Student Success Center promotes and encourages student-staff
relationships through the Student Government Association (SGA) and thirty different student
clubs. SGA holds monthly meetings where association officers, club officers, and the student body
organize fundraisers and get involved to support events and activities. SGA is a forum to bring
student concerns to Student Services, the President, and the LTC Board to provide an opportunity
for resolution of issues through collaboration.
Table 3P2-1 SGA Relationship-Building Events and Activities
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Adopt-a-Family
Bingo
Blood Drive & Organ/Tissue Donor
Chili Cook-off
Create Your Own College Experience
Fair
Earth Week
Financial Aid Awareness Days
Food drives
Get the Leading Edge Series
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Lakeshore Leaders Series
Native American Dance
Rebuilding Together
Snack Attack
United Way
Welcome Week
Wisconsin Women in Higher Education Leadership
(WWHEL)
World Religions
Faculty build relationships with students through mentoring, modeling, and encouraging students
in the classroom. Over thirty-five staff/faculty members serve as club advisors and lead students
in state and national competitions where they build confidence using the skills learned in the
classroom. Additional examples are identified below in Table 3P2-2.
Table 3P2-2 Staff and Faculty Relationship-building Opportunities
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Academic tutoring and organized study groups
A-Team/Student Ambassadors positions where students work side-by-side with staff in professional settings
Case management; (Title III/Displaced Homemakers/TRiO)
Counseling and advising sessions
Staff volunteers for employment preparation activities
Student Government Association (SGA) officers meet monthly with the College President and Board
Student-help positions (peer tutor, work study, student interns)
Student recognition programs (awards banquet/GED/HSED graduations/presentation to the LTC Board)
3P3 Analyzing Needs of Key Stakeholders
Annual plans are developed to align the Strategic Plan and community needs. During the
summer, the College conducts an environmental scan, and assesses its current performance
using the College monitor and year-end report. Regular communication with business, local
government, and community leaders are a vital component in the planning process (Table 8P1-1)
(CC1D1,2,3).
The Leadership Team analyzes the input collected from Table 3P1-1 through the monitoring
process. Results are collected and trend data is tracked and reviewed by leadership. Qualitative
community inputs built into the planning process are community forums, external stakeholder
feedback, and LTC Board linking activities. Based on the inputs and results, recommendations
are made to incorporate actions into future plans. The LT also reviews environmental scan and
the workforce information as part of the strategic planning process. College leadership
categorizes and prioritizes changing needs (8P1-1) to allow for the development of effective and
efficient solutions (CC1D2).
Category Three: Understanding Student and Stakeholder Needs
40
Lakeshore Technical College
October 2012
3P4 Building and Maintaining Relationships with Key Stakeholders
The College builds relationships with key stakeholders through staff participation in community
agencies and organizations, local and regional partnerships, and advisory committees. (Table
9P7-2). Relationships are maintained through regular contact with key individuals through
meetings, community and campus events, and networking at social events. On-Contact, customer
relationship management software, is used to record information and track contact. Business and
industry professionals and alumni participate in campus events as speakers for the Lakeshore
Leader Speaker Series, Career Placements workshops, and graduation. Annually, the College
publishes the K-12 Partnership Report for secondary school leaders, the Career Source magazine
which provides timely career-related information to district residents, and Lakeshore Link, a semiannual newsletter for businesses highlighting key initiatives and activities.
The College maintains a web presence and utilizes social media to provide additional avenues to
reach out to our stakeholders. Hispanic and Hmong radio programming is a source for promotion
of career-related information and events. The College opens its facilities to the public for events
such as township voting, scout meetings, school district in-services, corporate strategic planning
days, job fairs, and community groups.
3P5 Process for Targeting New Student and Stakeholder Groups
When demand indicates an unmet need, new educational offerings provide options for new
student and stakeholder groups. Identification for potential offerings comes from High School
Liaisons, Workforce Solutions Training Directors, local employers, other staff, and stakeholders.
The New Idea Process is an avenue to generate ideas for new offerings (Figure 1P4-1).
Figure 3P5-1 Workforce Planning
1. Workforce Data
EMSI
Purpose: Utilize a consistent annual
process to give workforce
projections and stay informed of
increasing and decreasing workforce
market demands.
Data Collection:
CIP to SOC analysis of all programs
EMSI 5-yr trend data set
Graduates and Employ-Related data set
2. Validation and
Summary
Comparison to EMSI findings,
validated through WFS:
a. Executive Pulse
b. Economic Development
Stakeholders
c. Labor Market Analyst / Tech
Connect
d. WFS trainers
Findings compared/analyzed and
executive summary and
recommendations developed.
3. Review and Actions
Leadership Team:
Discuss possible actions based on
recommendation and summary:
program watch, grow program,
start program, provide short-term
training for skills needed, and other
opportunities.
Research &Planning staff developed a workforce planning model that uses regional Department
of Workforce Development (DWD) occupational and industry data as one input to determine local
workforce needs (Figure 3P5-1). New program investigation survey results, focus groups, and
stakeholder input helps to validate trends and input seen and heard both through primary and
anecdotal research. The input and research feed the process and decisions are made based on
demand, ability to support programs, and the mission and vision (CC1D3). An example of this
process is when a staff member suggested that the College consider a program in golf course
management by submitting the idea via the New Ideas Process link on The Bridge. Leadership
reviewed the supporting job market data, and determined this idea aligned with the mission, vision
Category Three: Understanding Student and Stakeholder Needs
41
Lakeshore Technical College
October 2012
and strategic plan. R&P conducted the research required by WTCS for the new program approval
process, and the program began in fall 2012.
Student Support Service needs are determined through analysis of academic preparedness,
course completion, retention, and graduation data. Based on results, the College applies for
grants, increases services and locations, and adds staff. An example is the development of
strategies around multi-cultural efforts (Table 3P5-2).
Table 3P5-2 Multicultural Efforts
Year
2004, 2005
Efforts
Introduced a Diversity Committee and Diversity Club
Goal
Develop platform to bring forth minority student needs
2005-2006
Launched the Diversity Satisfaction Survey
Ensure we meet the needs of minority population
2006-2007
Deployed the Early Contact System
2007-2008
Two Multi Cultural Liaisons were hired
2010-2011
Began Multi Cultural strategic project
To improve graduation rates
Allow the Diversity Coordinator to allocate more time to
assisting current students
To increase minority enrollment and retention
New student clubs are based on a student or staff interest. The College‘s process also requires a
club constitution and by-laws prior to Student Government Association sanction. A growing need
for international work-readiness prompted the College to support a position to work in this area. A
grant received in 2008 allowing LTC to partner with a local four-year college and a global
company to offer students hands-on international experiences.
3P6 Collecting, Analyzing Complaint Information
The College values input from students and stakeholders (employers, the public, seminar
participants, etc.) as opportunities for continuous improvement as well as information to enhance
personal development and provide learning opportunities. All complaints are investigated and
resolved at the lowest level of intervention possible. Stakeholder complaints are electronically
logged from direct conversations, letters, e-mails, and phone calls to the College (Step 3, Table
3P6-1).
The Student Services Manager is responsible for the effective resolution of documented informal
and formal student complaints. The manager treats all complaints as high priority and seeks
immediate resolution (Tables 3P6-1 and 3P6-2). The manager involves necessary staff to assist
or follow up, and then communicates with the stakeholders. The process is published in the
College catalog, student planner, and communicated through new staff orientation. The complaint
policy addresses the following types of complaints: student conduct codes, interpersonal, nonacademic, support services, safety and security.
Table 3P6-1 Student Formal Complaint Process
Steps
1
2
3
4
5
6
7
8
9
Process
Student completes complaint form available at Student Services, President‘s Office, Communications Center or the
website.
Route completed forms to the Student Services Manager.
Record complaint/grievance information on the student complaint log by the Student Services Manager.
Student Services Manager analyzes and investigates information.
If appropriate, the Student Services Manager forwards the complaint to the involved staff for possible resolution. If not
appropriate, the Student Services Manager seeks resolution.
Involved staff communicates all possible resolutions and status to the Student Services Manager.
Results/status is recorded on the student complaint log.
Student Services Manager reviews trends and shares the information with College managers.
Communication is provided back to relevant stakeholders.
Category Three: Understanding Student and Stakeholder Needs
42
Lakeshore Technical College
October 2012
Students also have the right to appeal a variety of decisions made by the College that directly
impact their academic standing or progress (Table 3P6-2).
Table 3P6-2 Student Academic Appeals Process
Steps
Process
1
2
Student contacts LTC faculty member directly involved to seek informal resolution within ten school days.
If not resolved, student must contact program dean within ten school days.
Should efforts of resolution fail, student submits written grievance, and any documentation, to the Student Services
Manager.
Student Services Manager reviews grievance to determine if it merits further consideration.
If further review is not warranted, all students and staff involved will be notified within ten school days following the receipt
of the written grievance. If further clarification is required the Student Services Manager may: (a) direct the grievance
back to the appropriate dean or associate dean for further consideration or (b) convene an internal investigative
committee.
The committee shall review the grievance and conduct a hearing, if necessary. Written notice of the committee‘s decision
will be sent to the student within ten school days after the conclusion of the hearing.
Any appeal of the committee‘s decision must be submitted, in writing, by the student to the Vice President of Instruction
within ten school days of receipt of the committee‘s decision. The Vice President will review all information relating to the
grievance. If necessary, the Vice President may ask for additional information or documentation. The Vice President will
then issue a final written decision to the student. .
3
4
5
6
7
The Student Services Manager and Vice President of Student Services provide annual updates
through monitoring reports on the complaints to the Leadership Team and the Board. Information
includes the volume and type of complaints and recommendations for future years.
3R1 Measuring Student and Stakeholder Satisfaction
The College determines and measures student and stakeholder satisfaction through various
survey inputs on a regularly scheduled basis. These inputs are analyzed through the planning
process and team discussions to identify improvements. Actions implemented are assessed for
effectiveness and stakeholder satisfaction.
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Table 3R2-1 Student Satisfaction Inventory Summaries
Table 3R2-2 Student Satisfaction Inventory Category Results
Table 3R2-3 Graduate Satisfaction
Table 3R2-4 Apprenticeship Completers Satisfaction
Table 3R2-5 Apprenticeship Satisfaction
Figure 3R3-1 ―Tell Us What You Think Survey‖
Table 3R3-1 Students Formal & Informal Grievance Results
Table 3R3-2 Satisfaction with Instruction
Table 3R3-3 Student Retention
Table 3R3-4 Minority Success
Figure 3R4-1 Employer Satisfaction by Attribute
Table 3R5-1 Employer Relationship
Table 3R6-1 Placement for Graduates
3R2 Performance Results for Student Satisfaction
Table 3R2-1 indicates three years of overall satisfaction measures from the Noel-Levitz Student
Satisfaction Inventory (SSI), a 12-category survey administered once every three years to
program and course-taker students. Scores are based on a seven-point scale. In 2006, 2009 and
2012 the ―Rate college experience expectations‖ and ―overall satisfaction‖ exceeded the national
community college norms. The 2012 data is based on 495 student responses from a crosssection of full-time and part-time students.
Category Three: Understanding Student and Stakeholder Needs
43
Lakeshore Technical College
October 2012
Table 3R2-1 Student Satisfaction Inventory Survey Summaries
Questions
So far, how has your College experience met your
expectations?
Rate your overall satisfaction with your experience here
thus far.
Based on a 7.00 point scale
2006
2009
2012
WTCS
2008-2011
2012 National
Community
Colleges
4.78
5.08
5.14
4.86
4.69
5.62
5.82
5.88
5.65
5.43
Table 3R2-2 shows student satisfaction with the College by category and how the College
compares to Midwest College averages. Reviewing the levels of satisfaction by categories allows
the LT to prioritize and focus improvement efforts. While scores improved from 2006 to 2009 and
remain ahead of Midwest averages, the LT reviews flat and decreasing scores to continue
adjusting and focusing on current concerns.
Table 3R2-2 Student Satisfaction Inventory Category Results
2006
2009
2012
WTCS
2008-2011
2012
Midwest
Colleges
Student Centeredness
5.50
6.04
6.01
5.58
5.41
Instructional Effectiveness
5.58
5.92
5.90
5.62
5.44
Responsiveness to Diverse Populations
NA
NA
6.02
5.61
5.50
Campus Support Services
5.44
5.81
5.83
5.16
5.00
Safety and Security
5.21
5.68
5.86
5.07
5.06
Academic Advising Effectiveness
5.25
5.85
5.58
5.42
5.25
Admissions and Financial Aid Effectiveness
4.96
5.50
5.89
5.27
5.20
Academic Services
5.44
5.80
6.04
5.57
5.50
Registration Effectiveness
5.39
5.75
5.99
5.54
5.47
Service Excellence
NA
5.91
5.97
5.46
5.33
Concern for the Individual
NA
5.73
5.72
5.45
5.26
Campus Climate
5.61
6.00
5.96
5.52
5.35
Category
Based on a 7.00 point scale
Table 3R2-3 reflects graduate satisfaction
with education and training. Responses of
satisfied and very satisfied were
aggregated.
Tables 3R2-4 and 3R2-5 provide results
from the apprenticeship completer survey
initiated in 2004 by the WTCS to assess
apprenticeship completer satisfaction and
employee success. Results consistently
show the completers are satisfied or very
satisfied with their education. Decline in
satisfaction with and on-the-job training is
monitored by Dean of Apprenticeship.
Table 3R2-3 Graduate Satisfaction
2008-09
2009-10
2010-11
LTC
99%
98%
98%
WTCS
97%
97%
97%
Table 3R2-4 Apprenticeship Completer Satisfaction
2008-09
2009-10
2010-11
LTC
94%
97%
100%
WTCS
97%
96%
96%
Category Three: Understanding Student and Stakeholder Needs
44
Lakeshore Technical College
October 2012
Table 3R2-5 Apprenticeship Satisfaction
Measure
2008-09
2009-10
2010-11
Satisfaction with Education
94%
97%
100%
Satisfaction with On-the-job Training
91%
85%
79%
Employed in Related Field
78%
82%
100%
Employed in District Where Trained
100%
97%
93%
Average Hourly Wage
$21.15
$22.40
$22.93
3R3. Performance results for building relationships with students
Figure 3R3-1, ―Tell Us What You Think‖ survey is administered through Student Services to
current and potential students. After an interaction with Student Services staff, students are asked
to complete a brief survey to rate their experience. Scores are aggregated on a quarterly basis
and reviewed with the Leadership Team. The survey also includes space for open-ended
feedback that is reviewed by Student Services Managers.
Figure 3R3-1 “Tell Us What You Think” Survey
January 2011 - June 2012
4.8
4.7
4.6
4.5
4.4
4.3
4.73
4.72
4.64
4.63
4.54
4.46
Jan. 2011 Mar. 2011
April 2011 June 2011
July 2011 Sept. 2011
Oct. 2011 Dec. 2011
Jan. 2012 - April 2012March 2012 June 2012
Table 3R3-1 shows a reduction in informal complaints from 2010 to 2011 due to increased
student-staff communication.
Table 3R3-1 Students Informal Complaint and Formal Grievance Results
Informal Complaint Data
Formal Grievance Data
2007-08
13
Resolved
0
n/a
2008-09
13
Resolved
1
Resolved
2009-10
19
Resolved
3
Resolved
2010-11
14
Resolved
0
n/a
Source: Student Services, 2011
Table 3R3-2 shows results for student satisfaction with instruction, based on a five-point scale,
and results remain positive.
Table 3R3-2 Aggregate Satisfaction with Instruction
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Spring
2012
Satisfaction with Course
4.23
4.07
4.27
4.32
4.26
4.33
Satisfaction with Instructor
4.38
4.40
4.38
4.41
4.39
4.44
Question
Based on a 5- point scale
Category Three: Understanding Student and Stakeholder Needs
45
Lakeshore Technical College
October 2012
The College also showcases the results of building relationships with students by the number of
students receiving awards at the annual Awards Banquet, the Portfolio Showcase hosted by
students in Business and Technology programs, and by the number of students the College has
working in various capacities around the campus. However, the most important result of the
relationships with students is in retention and graduation. Table 3R3-3 shows how the College‘s
student retention has changed over the past three years, and the target.
Table 3R3-3 Student Retention
2008-09
2009-10
2010-11
Target
Semester to Semester
Key Indicator
75.59%
75.05%
79.36%
80%
Graduation and Retention/Transfer
71.73%
69.26%
70.37%
73%
Resources continue to be directed towards the minority retention initiative to increase enrollment,
retention and number of minority students transitioning from basic skills to undergraduate
programs. Table 3R3-4 provides the key indicators and measures of minority success.
Table 3R3-4 Minority Success
2008-09
Result
2009-10
Result
2010-11
Result
Minority Student Enrollment in associate degree,
technical degree, and vocational programs
358
394
468
600
Minority Transition from Basic Skills to Undergraduate
Programs - 2nd Year Transition
7%
8%
9%
20%
Minority Graduation Rate
43%
47%
40%
50%
Key Indicators
2014-15
Target
3R4 Performance Results for Stakeholder Satisfaction
The College administers the employer satisfaction survey annually to collect data on employers'
perceptions of recent graduates. In the survey, employers are asked to rate graduates‘
preparation for entry into the workforce and their satisfaction. The employer survey satisfaction
results are distributed to program faculty and are included in the monitoring process, year-end
results, and College monitor. Contract and seminar survey results are also used to measure
satisfaction of students and employers (Table 2R2-3).
Figure 3R4-1 indicates an increase in employer satisfaction with graduate skills in four out of the
five areas. A recommendation from the employer report results of Table 9R2-5 is to increase
employer satisfaction from ‗satisfied‘ to ‗very satisfied‘. Instruction will collaborate with Workforce
Solutions and Advisory Committees to develop strategies.
Figure 3R4-1 Employer Satisfaction by Attribute
2009-2011 Attribute Results
3.6
3.4
3.2
3
2.8
2.6
3.05 3.04
3.12
3.39
3.27
3.22
3.13
3.15
2.93
3.04
2009
2011
Knowledge
Mastery
Technical Skills Communication Mastery of Skills
Overall
Preparedness
Category Three: Understanding Student and Stakeholder Needs
46
Lakeshore Technical College
October 2012
We measure our results for meeting business and industry stakeholder satisfaction through
surveys (Table 2R2-2) which shows that we exceed WTCS average. Table 2R2-2 identifies
employer satisfaction of training while Table 2R2-3 shows participant (employee) satisfaction with
professional development training.
3R5 Performance Results of Building Relationships with Stakeholders
Table 3R5-1 shows consistent, positive results from employers, indicative of strong satisfaction
with graduate performance and relationships with the College. Other key stakeholders, such as
the community, LTC Board, and legislators, provide qualitative results such as letters of support,
satisfaction with monitoring results, increased number of contracts/seminars and repeat business
(Table 2R2-1).
Table 3R5-1 Employer Relationship
Employer Responses
2008-09
2009-10
2010-11
WTCS
Would Recommend LTC Grad
91%
100%
86%
89%
Would Hire a Grad Again
94%
100%
94%
93%
3R6 Process Results Comparison
Comparative data and results are included in Tables 3R2-1, 3R2-2, 3R2-3, 3R2-4, 3R5-1, 3R6-1,
and 9R2-2.
Table 3R6-1 Placement Rate for Graduates
2008-09
2009-10
2010-11
LTC
81%
81%
82%
WTCS
86%
88%
88%
3I1 Recent Improvements
The College made recent improvements in areas that impact K-12 relations, employers, current
students, and community members. A restructure of the high school relations department allows
the College to continue to focus on high school students and career planning through the use of
career coaches. The K-12 Relations Manager continues to focus on building relationships with
principals and superintendents from the school districts.
Improvements that impact current students include the LTC Shuttle service, emergency
assistance scholarship process, and the Student Success Plan and Team. To address the
financial issues and barriers that prevent students from attending college, the Student Success
Manager implemented a shuttle service to provide transportation from Sheboygan and Manitowoc
to the main campus in Cleveland three times per day. The emergency assistance scholarship
process established through the College Foundation allows current students to apply for financial
help. The Student Success Plan brings awareness to emerging student issues and will help
alleviate barriers to success.
Another recent improvement was the addition of students to Process Improvement Teams (PIT)
that directly impact students. Two students served on the admission process PIT held in January
2012, and offered insights to issues that were barriers. Within eight months, the College initiated
an admissions review team, whose purpose is to provide consistency across programs and
streamline the admissions steps.
Category Three: Understanding Student and Stakeholder Needs
47
Lakeshore Technical College
October 2012
3I2. Culture and Infrastructure Involvement in Process Improvement
One of the College‘s goals is to create a culture of college wide process improvement
participation. Table 3I2-1 lists several avenues for input. Staff can also submit ideas for process
improvement to the PIT steering committee. Continuous improvement surveys are sent to all staff
after major events. The survey results are reviewed by the manager or team lead for possible
follow-up.
Table 3I2-1 Input Used to Select Processes to Improve
Input Process
Frequency
EPR
Two times a year for each staff member
Management Effectiveness Survey
Once a year
Start of School Survey
Once a year
Multicultural Community Advisory Counsel
Four times a year
Tell Us What You Think survey
Reviewed Monthly by Student Services and shared with Leadership
Team monthly
All staff suggestion box
Reviewed Monthly
Student Government
Monthly meetings with college administration
New Idea
Reviewed Monthly
Category Three: Understanding Student and Stakeholder Needs
48
Lakeshore Technical College
October 2012
Category Four: Valuing People
Category Introduction
The processes to recruit, hire and retain staff align with the College strategic goal, Envision
Excellence, and are managed by Human Resources. Ongoing training of these processes
ensures that the College meets the needs of the students, staff and community. The staff
recognition program (Table 4P11-2) is a best practice as members of the Wisconsin Technical
College System (WTCS) Human Resources committee have recognized the College‘s model for
staff recognition. Staff well-being is integrated and demonstrated by the variety and quantity of
wellness activities that have proved to not only positively affect staff well-being, but also as
directly measured through reduced health insurance premiums.
Employee development and talent identification are areas where the College often reacts but
aims toward a more systematic approach. The goal over the next year is to focus on a
Succession Planning program. The College‘s focus is to develop plans and processes to track
and manage individual employee developments by offering training and development
opportunities, and an employee performance review (EPR) process that supports employee
development, and promotion strategies. Once established, these processes need the support
of a technology system. To help move to the integrated approach, the College recently added
two new employees, an Organizational Development Manager and a Director of Curriculum and
Instructional Technology to support staff development efforts.
Category Four: Valuing People
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Lakeshore Technical College
October 2012
4P1 Identifying Requirements for Employees
The College identifies specific credentials, skills, and values required for faculty, staff and
administrators through a variety of approaches, tools, and assessments. The process includes
input from both Human Resources (HR) and the hiring manager.
Figure 4P1-1 Job Analysis
Job Analysis
•Hiring Manager
identifies job duties
and responsiblities
•Job Description
completed
Job Description
& Development
•HR runs the skills and
qualifications through
job analysis software.
•Specific credentials,
talents, values, and
knowledge identified
•HR conducts a market
analysis to determine
the job classification
and staff grouping.
Market
Analysis
4P2 Credentials, Skills, and Values
Through a robust hiring process the College makes certain that the people hired possess the
specific credentials, skills, and values required. The process involves multiple steps to ensure
candidates interviewed match the values of the College. All employment applications require
specific documentation, including authentication of occupational and academic background to
ensure candidates meet the WTCS certification requirements for credit, contractual, and
consortia programs (CC3C2). The College ensures that staff members who provide support
service needs, such as tutoring, academic advising, student club supervision, and study groups
possess the specific background and skills needed for the position (CC3C6).
A minimal credential criterion is set by the WTCS, and the College‘s Instructional Divisions have
additional criteria depending on the position. Instructors not fully able to achieve WTCS
certification upon hire, complete mandatory certification courses in instructional delivery,
curriculum development, and instructional evaluation (CC3C1).
After candidates employment application materials are screened, selected candidates are
invited to the College for interviews. The College evaluates the skills of potential employees
through an assessment of candidates‘ interview responses, evaluations, and portfolios. Upon
being hired, the employee and the manager work together to develop a training plan and submit
training requests to Human Resources that detail additional specific skills the employee needs
(4P9) (CC3C4 ).
The College‘s values are well known and visible throughout the College. (Figure 4P2-1)
Category Four: Valuing People
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Lakeshore Technical College
October 2012
Figure 4P2-1 LTC Values
Future college employees are first exposed to the College‘s values through job postings and
questions on values during interviews. Reference checks are completed to determine
experience and skills in collaboration, communication, interpersonal skills, motivation, and
desire to succeed consistent with College values. Once faculty and staff begin employment
there is follow up to ensure they understand their connection to the student success value.
There is sufficient, quality time for student and faculty interaction as the College currently has an
11 to 1 student to faculty ratio (CC3C1). Faculty are accessible for student inquiry during their
posted office hours via email, phone and face to face (CC3C5).
4P3 Recruiting, Hiring, Retaining
The College uses a robust process to recruit, hire, and retain qualified staff. This process
demonstrates the commitment to valuing people and subsequently maintains the College‘s
human capital to advance its mission and promote student success. The recruitment process is
managed through an online application/recruitment system (PowerHR Software). Employees
are recruited, hired, and retained through the following processes and strategies (Figures 4P31, 4P3-2, Table 4P3-1).
Figure 4P3-1 Recruitment Process
Job Posting
Position is posted
College Website
WTCS Website
Wisconsin TechConnect
Job Center of Wisconsin
Other industry specific websites
Affirmative Action
Advertisements in minority
publications and other periodicals that
target minority populations .
Diversity Coordinator assists with staff
and student recruitment and provides
minority services.
Screening
Applications are received and prescreened against job requirements by
Human Resources
College staff are hired based on an evaluation between identified requirements of the position
and those possessed by the candidate as determined by HR and the interview team(s) (4P1).
Category Four: Valuing People
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Lakeshore Technical College
October 2012
Figure 4P3-2 Hiring Process
Credentials & Application
WTCS certification and accreditation
requirements set.
HR and hiring manager review
screened applications.
Interview
Reference and Decision
Offer
Reference checks are conducted on
final candidates.
Cross-Functional team interviews
candidates.
Position is offered to final candidate.
Team assesses candidates against job
duties through evaluations, specific
interview questions, portfolios, and
teaching demonstrations.
If needed, second interview is
scheduled.
Background Information Disclosure is
conducted.
Hiring manager and HR make the
hiring decision.
Retention Strategies:
The College incorporates multiple methods to ensure its recruiting and retention
competitiveness. HR conducts compensation and benefits surveys annually and monitors
benefits by job classification (Table 4P11-1). Additional retention strategies include Table 4P3-1:
Table 4P3-1 Retention Strategies
Retention Strategies
New Staff Orientation
Longevity Compensation (Faculty/Support Staff)
Flexible Work Schedule (Support Staff/Managers)
On-site child day care
On-site wellness center
Tax-sheltered annuity programs
New Staff Follow-up meetings
Mentoring Programs
Job shadow program
Staff Recognition
Exit Interviews
Employee Performance Review
Process Improvement Teams
4P4 Orienting Employees to History, Mission and Values
The College provides a comprehensive two-year training program for new full and part-time
faculty. During this time, new faculty partner with experienced faculty who serve as mentors.
This mentorship assists the new faculty member‘s success to foster student learning. Managers
and support staff use a similar mentoring system for the first year of employment to help new
staff learn about College operations, culture, and climate.
To facilitate faculty awareness in achieving student success, the College conducts adjunct
orientations prior to the start of each semester. These small-group sessions are held in the
evening and parallel the New-Hire Orientation Process in a format that aligns with adjunct
faculty needs. Adjunct faculty has access to training opportunities to meet their specific needs
and may be assigned a mentor.
The College‘s formalized orientation process includes:
Table 4P4-1 New Staff and Faculty Orientation Sessions
New Staff Orientation Session Topic
Individual meeting with Human Resources.
Individual Meeting with ODC to review staff development
opportunities.
Campus Tours and Scavenger Hunts
Individual meeting with College President to discuss
College overview, mission, vision, and organizational
values.
Job specific technology training
Category Four: Valuing People
College Operational training includes: Electronic
Systems, policies, and employee portal self-service.
LTC Cares Training
History and Philosophy of the WTCS
Overview of Staff Recognition Program
WTCS New Leader Academy
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Lakeshore Technical College
October 2012
4P5 Personnel Changes
The College plans for changes in personnel based on new program development, retirements,
and new college strategies. Human Resources review all staff needs and vacancies based on
current organizational needs.
Table 4P5-1 Steps to Determine Staff Needs
Steps
Step 1
Step 2
Step 3
Process
Hiring Manager and Human Resources analyze job design and new development or replacement
needs of department.
Leadership Team reviews request and makes decision.
Decision is communicated to the hiring manager by HR.
The College‘s succession plan helps facilitate the continued effectiveness of operations and
uninterrupted services to students and stakeholders. HR reviews retirement eligibility semiannually. Succession projections identify positions and provide the College with an extended
time-frame for resource alignment. The Early Notification of Separation Policy and EPR process
contribute to effective succession planning.
Input from managers, received through EPR discussions, is taken into consideration. During the
EPR process, staff members identify individual professional goals and development aspirations
which assist with decisions on internal responsibility changes.
4P6 Organizational Productivity and Employee Satisfaction Design
The College designs work processes and activities to contribute to organization productivity and
employee satisfaction. The College empowers staff to provide input and feedback through team
meetings, one-on-one meetings with their manager and during the EPR process. Careful
thought is given to job descriptions, through regular EPR reviews, updates, and, if needed,
adjustments. Anytime there is a retirement or resignation the job description is assessed for any
work processes or activities that need to change. The College is also committed to training staff
on lean process methods. To date, 155 staff have been trained in the Lean Office principles
which contribute to high productivity and lean processes.
Process Improvement Teams (PITs) engage and empower employees to improve
organizational productivity. A PIT is comprised of eight or less cross-functional team members
consisting of: project sponsor, project manager, facilitator, staff member(s), and student(s)
directly impacted by the process, individuals indirectly related to the process, and on-call subject
matter experts. Employees have expressed satisfaction for having the opportunity to be involved
in processes that impact their work (Figures 7R2-1).
Cross-functional teams and a variety of communication methods combine to enhance
cooperation, high performance, and continuous process improvement (Figure 5P5-2). The
College conducts surveys (Figure 4R2-1) on climate and employee satisfaction. Feedback is
incorporated in the plan and design of future activities and processes.
College faculty develop curriculum through advisory committee‘s input and engage with
business and industry through contract training. These opportunities increase faculty awareness
of current business trends which provide opportunity to incorporate new skills into their
classrooms.
Category Four: Valuing People
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Lakeshore Technical College
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4P7 Ensuring Ethical Practices
As part of the orientation process, the College informs new staff of policies related to ethical
practices, such as the LTC Employee Code of Ethics and Conflict of Interest Policy. Annually,
the Leadership Team and Board complete a Statement of Economic Interests for the state of
Wisconsin.
Annually the College distributes to students and staff the Students‘ and Employees‘ Right to
Know and Campus Security Information flyer (also posted gotoltc.edu). This flyer includes
information on: equal opportunity/affirmative action, crime awareness and campus security,
alcohol and other drug abuse, sexual assault, sexual harassment, accommodating religious
beliefs and processes for dealing with and reporting concerns. Policy updates and modifications
regarding College core values are disseminated through an electronic process. The College
requires staff to attend training sessions regarding sexual harassment, diversity, Family
Educational Rights and Privacy Act, and other topics relative to ethical practices. LTC CARES
(Figure 4P2-1) embodies the integrity in our financial, academic, personnel, and auxiliary
functions. The College follows the values to set a fair and ethical environment (CC2A).
Faculty abides by FERPA and IT standards for protecting student identity. The Office of
Research & Planning has a Code of Ethics agreement that all R&P staff embrace.
The agreement covers the following ethical components and practices (CC2E1):




Competence
Practice (objectivity, use of technical standards, initial discussions, identification of responsibility, quality of secondary
data, reports, and documentation)
Confidentiality
Relationships to the community
Student Handbook and policies address academic honesty and integrity (CC2E3). Acceptable
Use Policy for Computers message is displayed upon login to all public computers at the
College (CC2E2). Turnitin software, a plagiarism prevention tool, is declared in all syllabi. Our
core abilities build the foundation for students to demonstrate responsible and professional
workplace behaviors (CC2E1).
4P8 Determining Training Needs
HR and Organizational Development Center (ODC) work with supervisors to determine training
needs based on course feedback surveys, the professional development section of EPRs,
management effectiveness survey results, new technology implementation, and through
Strategic and Annual Plans. An example of a long range strategy that triggered organizationalwide training is the implementation of Google Apps for email and calendaring system. The
Technology Master Plan set a goal to improve functionality, increase the stability of the server
and lower the cost of the system. The IT department incorporated training in phases for all staff
and students.
Short-range training needs are discussed during the EPR and department planning. EPR
discussions reinforce the strategy of Envision Excellence, in particular the goal to ‗cultivate
organizational talent‘ through training opportunities that promote professional development.
Training programs strengthen instructional and non-instructional programs and services through
in-service sessions, lunch and learn sessions, certification courses and the online learning tool,
SkillSoft. Staff select sessions that support their professional development plan. Examples of
in-service or lunch and learn offerings include using an iPad in the classroom, The Program
Category Four: Valuing People
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Lakeshore Technical College
October 2012
Excellence Process, Crucial Conversations, Adobe X Pro and How to Use Technology in the
classroom.
4P9 Employee Training and Development
To ensure career-long occupational competence, the College provides learning opportunities
through ODC offerings, coursework for degree attainment, occupational leaves or sabbaticals,
and professional development training. The College annually allocates resources to invest in
employees‘ professional development.
ODC‘s open access just-in-time training philosophy and online platform, SkillSoft, allows staff to
enhance, reinforce, and apply job skills at any point. ODC offers customized one-on-one training
for any staff member on an as-needed basis. Recently, the College approved a professional
development policy for support staff that addresses the amount of professional development
time designated for support staff. The College also designates a support staff development day
that addresses support staff training.
Additionally, in-service is held three times per year. All staff sessions focus on College and
planning updates and typically a keynote session. Sessions (4P8) focus on faculty, staff and
administrator training. LearnFest provides two days each spring for staff to gain knowledge and
skills in a wide range of topics. The Lakeshore Education Association (LEA) negotiated
employment agreement requires that faculty complete eight days of professional development
annually. The College recognizes and rewards training accomplishments in a variety of ways
(Table 4R1-1). The training is tracked through an electronic self-service registration system.
Staff generate a report of their training attendance history for their EPR‘s which managers
review with staff twice a year.
4P10 Personnel Evaluation System
The College utilizes the EPR process to align job description duties, performance monitors, and
development plans of individuals with the strategic plan. The support staff and management
performance monitor includes key results relative to individual job description duties. Measures
include benchmark data to assess effectiveness, and to establish short-term (one year) and
long-term (three years) targets.
Working with consultant input, HR researched other company‘s evaluation models, and formed
a cross-functional team to design the EPR process. It is reviewed annually and amended as
appropriate utilizing staff feedback from the EPR survey. The current EPR is a result of
continuous improvement based on stakeholder input; for example, The Diversity Committee
gathered input from staff about their knowledge of diversity through a question on the EPR.
Recently the committee revised the question to improve dialogue and understanding of
diversity. This question is new with the fall 2012 EPR process.
All individual goals align with the College mission and strategies to support student success
(CC3C3). All supervisors and staff members agree upon goals that directly link to the strategic
plan. The professional growth and development plan supports the individual‘s success. An
improvement plan component provides assistance to staff that may not have made satisfactory
progress toward identified goals (CC3C4). Another tool for evaluating Faculty is the Course
Instructor Feedback Process. Upon completion of each class, students receive an electronic
evaluation for the specific course. Research and Planning compile responses and generate
reports for the manager and the instructor (Table 3R3-2) (CC3C3).
Category Four: Valuing People
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Lakeshore Technical College
October 2012
4P11 Recognizing and Rewarding Employees
The College designs its recognition, reward, and compensation systems through research of
best practices from other companies and the Society for Human Resource Management
(SHRM), review of Campus Quality Survey data (Figure 4R2-3), and staff input from the Support
Staff Representative Committee (SSRC), Management, and faculty forums. The process
measures success and recognizes staff for accomplishing goals. Design of the College‘s
compensation system is fulfilled through data analysis and benefit audits of comparable
institutions. The College‘s compensation, recognition, and reward systems along with an array
of benefits and services align with the strategic plan (Tables 4P11-1, 2).
The College uses the Hay Methodology System to classify positions. This method is a
systematic approach for job evaluations and a significant factor to determine compensation
levels. It establishes criteria such as know-how, accountability, and problem solving to
determine job classification. Positions and benefits are also benchmarked against other
colleges. The know-how, accountability, and problem solving criteria correlate with the level of
impact the position has to help students learn and achieve College objectives.
Compensation for full- and part-time faculty is negotiated with the LEA. Adjunct faculty
compensation is weighted to hours taught and completion of WTCS certification courses. The
College monetarily rewards management and support staff who attain associate, bachelor,
masters, or doctoral degree. Faculty are monetarily rewarded based on the LEA agreement and
advance on the salary schedule depending on number of educational and/or occupational
credits.
Table 4P11-1 Benefits by Job Classification
Insurance
Employee
Group
Faculty
Management
Support
Staff
Full Time
Part Time
Adjunct (>=880 HRS)
Adjunct (<880 HRS)
Full Time
Part Time (>=1,200
HRS)
Full Time
*
X
X
X
Life
Only
Retirement
Leaves
X
X
Tuition
Reimbur
sement
X
X
**
**
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
50% Paid
ER
X
X
X
X
X
Part Time (>=1,200)
X
X
X
Part Time (<1,200)
* Includes the following: Health, Dental, Long Term Care, Long Term Disability, and Life
** Certification Classes only
Category Four: Valuing People
Flexible
Spending
X
X
EAP
X
X
X
X
TSA’s
X
X
X
X
X
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Lakeshore Technical College
October 2012
Table 4P11-2 Staff Recognition System
Type of
Program
College
Advancement
Technology
Titan
Life-Long
Learning ~
Degree
Attainment
Life-Long
Learning ~
Specialized
Certification
Years of
Service
Graduation
Ceremony
Continuous
Improvement
(PIE-Process
Improvement
Excellence)
LTC CARES
Checks
Eligibility
Management
Staff
Criteria
 Major Strategic Plan
accomplishment
 Monitor Goals
 Special Project
All Staff
 Learn new technology to
enhance teaching &
learning
 Communicate effectively
by using technology
 Share technology related
activities with colleagues
 Improve classroom/office
management
Support
Staff, and
Management
 Attainment of Associate,
Bachelor’s, Master’s, or
Doctorate
Faculty
 Attainment of Specialized
Certifications
All Staff
All LTC Staff
All LTC Staff
All LTC Staff
Presented to employees based
upon the designated number of
continuous years of service
 Selected one time every five
years
 Fiscal year retiree
 Special project
accomplishment
 Received higher learning
degree
 Exemplary customer service
 Two members from each
classification (support,
management, faculty)




Positive impact
Reduce carbon footprint
Implement lean principles
Support green efforts
LTC CARES Checkbook is a
tool for staff to use in
recognizing each other through
a handwritten, personal
message of positive
recognition.
Reward
Strategic
Plan
Monetary
Envision
Future
Workforce
Envision
Partnerships
Envision
Student
Success
Envision
Excellence
Certificate and
invited to staff
recognition
luncheon
Envision
Excellence
Helping Students Learn
Envision
Excellence
Valuing People
Envision
Excellence
Valuing People
Gift and plaque
Envision
Excellence
Valuing People
Recognition and
walk in procession
with graduates
Envision
Excellence
Valuing People
Pie award,
certificate for piece
of pie and invited
to staff recognition
luncheon
Envision
Excellence
Valuing People
Recognition,
personal
handwritten
message and
drawing entry
Envision
Excellence
Valuing People
Monetary as per
negotiated
agreement and
invited to staff
recognition
luncheon
Monetary, as per
negotiated
agreement and
invited to staff
recognition
luncheon
AQIP Goals
Helping Students Learn
Accomplishing Other Distinctive
Objectives
Understanding Students’ & Other
Stakeholders ’Needs
Valuing People
Leading and Communicating
Supporting Institutional Operations
Measuring Effectiveness
Planning Continuous Improvement
Building Collaborative Relationships
4P12 Determining Employee Issues
The College recognizes that staff issues may impact the student learning environment and
potentially diminish the capacity for peak performance. The College determines key issues
related to faculty, management, and support staff through venues such as the Campus Quality
Category Four: Valuing People
57
Lakeshore Technical College
October 2012
Survey (4R2-1), the Budget Option Process and All Staff Solution Box. College leadership
analyzes issues, determines appropriate actions, and communicates accordingly.
The College conducts a Campus Quality Survey once every three years. The survey indicates
gaps between how staff feels certain climate elements currently are and the state at which these
elements should be. The information is analyzed and process improvements are initiated if
needed. Additionally, the College conducts a budget option process where staff identify
opportunities to reduce expenses, generate revenues, recognize issues, and suggest process
improvements. The College makes available a staff solution box that assists in identifying
issues.
Key faculty issues are identified through contract negotiations, the mentoring program, surveys
of the LEA membership, monthly Fireside Chats, and monthly meetings between the College
President and the LEA President and Vice President. The formal LEA grievance process is
another means used to determine and resolve faculty issues.
The President meets monthly with the SSRC Chair and Vice Chair. In addition, the President
and HR attend SSRC monthly meetings to provide operational updates, answer questions, and
provide support staff with a venue for input regarding operational policies, procedures, and
systems that impacts them. Managers address issues through Management Team meetings,
discussions with immediate supervisors, and team meetings.
A management/support staff grievance process is available to all support and management staff
when it is alleged that a policy or work rule has been misinterpreted or misapplied or in cases
where work-related issues interfere with or impact the staff member‘s ability to effectively
perform work. HR facilitates the grievance process.
As part of its proactive approach and to continuously improve the College‘s capacity for
excellence, HR tracks staff informal issues/concerns. HR enters informal issues/concerns into
an electronic log, assigns a priority to each, and determines the timeframe for resolution and
communication of results. The variety of communication methods embedded into daily
operations, the College‘s open dialogue and open door policy, the proactive approach, and
positive resolution with staff regarding concerns and issues impact zero formal grievances in the
past several years (Table 4R2-8).
4P13 Providing and Evaluating Employee Well-Being
The College evaluates and provides for staff satisfaction, health, safety, and well-being. The
College climate encourages strong communication, positive feedback, recognition, and
excellent service to students and stakeholders. The College monitors and evaluates staff
satisfaction through the Campus Quality Survey. Feedback is reviewed and gaps identified for
improvement (Figure 4R2-2). The management effectiveness survey and EPR process are also
mechanisms to gather feedback (4P10).
The College health nurse coordinates on-campus health education, wellness activities, and
other related programs, typically available at no or low-cost. Examples include annual flu shot
clinics, health assessments, health fairs, campus walk trails (indoors and out), Plan for Your
Tomorrow Day, on-site exercise classes, health coaching, use of the campus disc golf course,
National employee health and fitness day activities, which have included a bike to work day, and
an on-site weight management programs. The College health nurse tracks annual use of the
well-equipped Wellness Center (Table 4R2-1). The nurse also analyzes aggregated results of
the staff voluntary health assessments, and offers corresponding wellness activities.
Category Four: Valuing People
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Lakeshore Technical College
October 2012
The College is a partner with the health insurance carrier Wisconsin Education Association
(WEA) and a local healthcare provider to offer an on-site ten-week program, HealthierU. WEAeligible staff work with health professionals (e.g., dietician and personal trainer) to develop and
implement a plan to reduce risk factors and improve overall health. An Employee Assistance
Program (EAP) is available to staff who work more than 600 hours per year, as well as their
family members. The EAP assists in personal areas such as health, family, stress, job concerns,
and legal matters.
The Crisis Leadership Team (CLT) (6P3) ensures a safe environment for staff and students
through training and tools to address emergency situations such as a tabletop exercise. CLT
submitted an emergency response plan to an outside consultant. Six out of the sixteen WTCS
districts submitted similar plans of which LTC‘s results were in the top percentile. For the
additional safety of staff, a component of the CLT is the Behavior Intervention Team (BIT). The
team developed a referral process for staff to follow regarding inappropriate student behavior.
The College proactively addresses safety and well-being through workplace ergonomics and
clean, up-to-date facilities in compliance with The Americans with Disabilities Act (ADA)
standards. Individual ergonomic training and assessments ensure that staff workstations are
ergonomically arranged. The cross-functional Wellness Committee promotes and provides
health and wellness services for staff.
4R1 Collecting and Analyzing Key Measures of Valuing PeopleThe College collects and measures key results of valuing people through qualitative and
quantitative measures.












Table 4R1-1 Measures of Valuing People
Figure 4R2-1 Campus Quality Survey-Satisfaction with Employment
Figure 4R2-2 Campus Quality Survey Results
Figure 4R2-3 Campus Quality Survey-Largest Gap by Category
Figure 4R2-4 Participation in Development
Figure 4R2-5 Training Courses Completed
Table 4R2-1 Wellness Center Usage
Figure 4R2-6 Percent of EPR‘s completed
Table 4R2-2 Staff Retention Rates by Job Classification
Figure 4R2-7 Employee Satisfaction with Training
Table 4R2-8 Staff Grievances
Table 4R2-3 Tuition Reimbursement
Table 4R1-1 Measures of Valuing People
Measure
Responsible
Frequency in
Analysis
Staff Satisfaction with College Climate (Figures
4R2-1, 4R2-2)
LT
Every 3 years
Organizational
Development
Center
College Health
Wellness Center Usage (Table 4R2-1)
Nurse
Staff Retention (Table 4R2-2)
HR
Research &
Staff Evaluation of Management (Table 5R2-2)
Planning/HR
Formal & Informal Grievances
HR
Training Participation Rates, Satisfaction, and
Comparison (Figures 4R2-5, 4R2-7)
Health Assessment – WEA
Category Four: Valuing People
HR
Purpose
Identify action items to improve climate.
Annual
Align effective training offerings with needs.
Annual
Promote staff wellness.
Annual
Create conditions to retain talented staff.
Identify areas for continuous management
improvement.
Identify areas to improve climate.
Determine future wellness programs based on data
from health assessments.
Annual
Annual
Annual
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Lakeshore Technical College
October 2012
Measure
Responsible
Frequency in
Analysis
Tuition Reimbursement Utilization (Table 4R23)
HR
Annual
Staff Recognition Checks (number
received/issued)
HR
Annual
HR Monitor
HR
Semiannual
Purpose
Promote staff continuing education and degree
attainment goals.
A tool for staff to use in recognizing each other through
a hand-written personal message of positive
recognition.
Assess recruitment, employee/labor relations and
resource management in addition to annual goals that
support the College’s strategic plan
4R2 Performance results in valuing people
The Campus Quality Survey results (Figures 4R2-1, 2) indicate overall quality and employee
satisfaction with the College. Results compare favorably against our previous survey as well as
the national norms of 2-year colleges, as provided by Performance Horizons. Key results
include:



The majority of respondents (87 percent) are either satisfied or very satisfied with their
employment with the College.
Improvement, especially in Employee Empowerment and Teamwork (3.74), exceeded the
national average (3.17).
Largest performance gap was in the top management leadership and support category, with a
statement ―Employees are rewarded for outstanding job performance,‖—a gap of 1.490 (Figure
4R2-3). While this still shows area for improvement, the gap has decreased from 1.809 to 1.490
since the 2007 survey.
Figure 4R2-1 2010 Campus Quality Survey – Satisfaction with Employment
Figure 4R2-2 2010 Campus Quality Survey Results
Quality Assurance
Measurement and Analysis
Strategic Quality Planning
Quality and Productivity Improvement Results
Customer Focus
Employee Empowerment and Teamwork
Employee Training and Recognition
Top Management Leadership and Support
2.80
LTC
Category Four: Valuing People
3.22
3.4
3.36
3.3
3.3
3.57
3.61
3.7
3.59
3.72
3.74
3.17
3.33
3.32
3.00
3.20
3.40
3.49
3.62
3.60
3.80
Nat'l Norm - 2 yr colleges
60
Lakeshore Technical College
October 2012
Figure 4R2-3 Campus Quality 2010 Survey – Largest Gap by Category
Top Management Leadership and Support
Administrators are committed to providing quality…
0.603
0.680
Team efforts are effective in this organization
4.010
0.820
My supervisor helps me improve my job performance
3.820
0.990
Administrators share information regularly with…
3.690
1.040
Administrators pay attention to what I have to say
3.416
1.256
This institution analyzes all relevant data before…
1.490
Employees are rewarded for outstanding job…
-
3.560
1.198
Job responsibilities are communicated clearly to…
Performance Gap
4.041
1.000
How It Is Now
2.000
3.308
2.970
3.000
4.644
4.690
4.640
4.640
4.600
4.614
4.564
4.460
4.000
How It Should Be
5.000
Figure 4R2-4 indicates a 27 percent increase in staff participation comparing 2011-12 aggregate
participation with 2009-10 participation. The ODC maintains electronic tracking of participation
through The Bridge.
Figure 4R2-4 Participation in Professional Development
The College offers professional development opportunities through the online training platform
SkillSoft that was implemented in 2009. Over 4,500 different course titles are available. Figure
4R2-5 displays employee participation in the flexible SkillSoft courses.
Figure 4R2-5 Training Courses Completed
SkillSoft Online Training Courses
Completed
39
2009-10
91
2010-11
Category Four: Valuing People
160
2011-12
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Table 4R2-1 displays the Wellness Center usage. While usage has declined in the past year,
the College has initiated several other wellness programs including Zumba, Tai Chi, and
external and internal walking trails that are not reflected in the table below.
Table 4R2-1 Wellness Center Usage
Dates
2009
2010
2011
*Duplicated count
*Number of Staff Visits
1373
1627
1253
*Number of Student Visits
1346
1392
1180
Total
2719
3019
2433
Figure 4R2-6 indicates an improving trend in the percent completion of EPRs by job
classification.
Figure 4R2-6 Percent of EPRs Completed
100%
99%
98%
97%
96%
95%
94%
93%
92%
91%
90%
89%
2010
2011
2012
Calculation Note: Number completed/staff eligible
Table 4R2-2 Staff Retention Rates by Job Classification
2008-09
2009-10
2010-11
Management
98.74%
97.87%
96.23%
2011-12
88.53%
Support
94.55%
99.62%
96.40%
99.15%
Faculty
95.41%
99.12%
99.17%
99.13%
Figure 4R2-7 shows overall satisfaction with the training completed by College employees.
Figure 4R2-7 Employee Satisfaction with Training
1 = Poor
5 = Excellent
5
Employee Satisfaction with Training
4.56
4.41
4.22
4
3
2
1
2009-10
2010-11
2011-12
The College offers annual on-site health screenings to retirees, full-time staff, spouses, and
eligible part-time staff. These screenings include labs (glucose, & total cholesterol levels), waist
circumference, body mass index, body fat content and blood pressure screening. LTC‘s
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Lakeshore Technical College
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partnership with Prevea health for the Healthier U program increased the numbers of
screenings in 2011.
Table 4R2-8 Staff Grievances
Staff Grievances
Formal
2009-2010
1*
2010-2011
0
2011-2012
0
Source: Human Resources Database
*Resolved
HR tracks the number of formal and informal issue occurrences. In 2010-11, 0 formal and 47
informal issues were logged and 0 formal and 42 were resolved in a 48-hour period. The
remaining issues were resolved in a timely manner and did not escalate to a formal grievance.
The College offers tuition reimbursement (Table 4R2-3) to full-time and part-time (greater than
50%) faculty, management, and support staff. Adjunct faculty receives reimbursement for
completing required WTCS certification courses.
Table 4R2-3 Tuition Reimbursement
Management
Faculty
Support
2009-10
$2,025
$11,460
$3,450
2010-11
$1,875
$16,620
$4,800
2011-12
$2,325
11,340
$1,650
4R3 Evidence of Productivity and Effectiveness of Staff
The College has used considerable resources in the past several years developing a process to
align and measure staff effectiveness and their goals to the mission, vision, and strategic plan
(Figure 5P2-1). AQIP Action Project ―Integrated Planning‖ was kicked off after receiving the
Systems Appraisal Feedback Report on our planning process opportunities. Through the
project, a new process was designed to focus the organization (staff) on accomplishing those
items that will accomplish the strategic priorities. Through use of a performance measurement
system incorporating monitors, the current statuses and results are analyzed and compared to
targets and benchmark comparisons twice a year. The EPR process (4P10) is part of the
planning process and goal alignment.
Individual Effectiveness



Performance monitor and goals: individual monitors list key indicators the goals that have
strategic goal alignment.
EPR survey: individuals complete a survey after the EPR cycle. This survey results indicates the
percent of goals completed to date.
Management Effectiveness Survey (MES) (Figure 5R2-2): individuals complete an annual survey
rating his supervisor. This feedback is given to the supervisor to indicate their effectiveness as a
manager and springboard for improvements. The broad categories of the survey align with the
AQIP principles of Leadership, Involvement, Information, and Integrity.
4R4 Results Comparison
The results of the College‘s retention strategies (4P3) are reflected in Table 4R2-2, indicating a
high retention rate in all job classifications. Other factors include competitive benefits and
compensation, current technology, and a satisfactory work climate. Campus Quality Survey
results (Figures 4R2-1, 2) show a significant lead over national 2-year colleges.
4I1 Improving Processes and Systems
Recent improvements fall in the categories as follows:
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Lakeshore Technical College




October 2012
Safety/Security-new security alarm system, additional security cameras, development of a
Behavior Intervention Team.
Training Improvements- The College invested in SkillSoft training program, and changed the
training centers name and focus from Learning Central to Organizational Development
Center.
Communication Improvements-development of the Communication Model (Figure 5P7-1) and
The Bridge.
Recruitment Improvements-The College invested in an online application system, PowerHR.
4I2. Culture and infrastructure Help Select Processes to Improve
The College‘s culture and team environment lays the foundation for continual opportunities to
identify areas of improvement and set targets to increase performance results. The College has
a friendly and helpful climate. The open-door policy allows staff to feel comfortable to approach
necessary individuals with their improvement suggestions. An all-staff solutions box has been
created on The Bridge which offers the opportunity to communicate concerns and provide
suggestions to address these concerns. The College conducts several surveys that request
feedback from staff on events that take place on campus and also the Campus Quality Survey
(Figure 4R2-1, 2, 3).
The College‘s project management system clearly identifies strategic projects and desired
outcomes. A team charter is created that provides an overview of the purpose of the team and
what it is seeking to accomplish. A monthly Project Showcase is held to communicate the status
of projects and request feedback. All staff are encouraged to attend these project updates.
Completed projects and improvements are celebrated to recognize the improvements and staff
commitment.
Targets are also established on the College‘s and individual‘s monitors to ensure that all
employees are dedicating efforts towards professional improvement.
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Category Five: Leading and Communicating
Category Introduction
Recognizing the complexities of leadership and communication, some processes in this
category are in the reacting and systematic levels of maturity. ―Big picture‖ processes related to
mission, vision and strategic priorities are aligned and moving toward integration; they are
established, reviewed for effectiveness, and success is measured using appropriate data. The
College has an aligned approach to communicating the mission vision and values; these ideals
are regularly communicated throughout the institution to all employees and visitors to the
College.
The processes by which the organization makes decisions and those processes involving
organizational communication are more systematic with movement toward alignment. Different
divisions have different decision making processes. Teams form when opportunities for
improvement are identified to maintain a decision-making process that is inclusive and
collaborative. Organizational communication was identified as an opportunity for improvement
at the last Strategy Forum. The College developed an interactive communication model to
identify the means of communication used throughout the College and assist staff in utilizing
those tools appropriately.
There are numerous opportunities available for staff to enhance their leadership skills both inhouse and externally, through training as well as project participation. Leadership succession is
planned through a less formal process.
The College is aligned with regard to its use of data to guide decision-making (5P6). Data is
regularly used to measure the effectiveness of decisions. Process Improvement Teams identify
measures as part of the decision-making process. The Research and Planning department is
available to assist with the development of measures and to gather the necessary data.
Data is regularly used in making decisions, monitoring performance, and improving quality. The
Research and Planning department is there to assist the organization in using data.
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5P1 Defining Mission and Vision
The College initiated a strategic planning process, ―The 90 Day Challenge‖, in spring 2004
(CC1A1) to define the mission and vision statements. The 2004 process incorporated multiple
stakeholder input: Community, Business, Students, Staff, Health Care and various industry
partners.
Mission: ―To enrich lives and strengthen the economy by preparing a work force that is skilled,
diverse, and flexible.”
Vision: “To meet the needs of the future with innovation and excellence.”
College values: LTC CARES, developed in 2010, was a result of the last Systems Portfolio
feedback (Figure 4P2-1). Guiding Principles were also established by the Leadership Team as
criteria for making program and budget decisions (CC1A3).
The mission and vision were reviewed
and validated in 2010, during a strategic
planning update. 2010 strategies were
updated through community and college
input. Semi-annually the Board reviews
the ends policies and evaluates the
organization‘s results on the ends
policies. The President and the
Leadership Team review the mission,
vision, and values annually. (Figure 8P11) The annual graduate follow up and
employer follow up survey results for
example provide input to the planning
process that validates the College‘s
academic programs, student support
services and enrollment profile are
consistent with the mission (CC1A2).
Figure 5P1-1 Guiding Principles
5P2 Setting Strategic Directions
The planning process provides the framework for setting college-wide direction. The Board and
President establish priorities at the Board retreat twice per year. The Leadership Team aligns
LTC Board and operational priorities and the mission, vision, and values to define the Annual
Plan goals (Figure 5P2-1) (CC5C1).
The nine-member LTC Board meets monthly to provide local governance, direction, and to set
outcomes for the College. Following Policy Governance®, the LTC Board establishes broad
policies and empowers the College President with strategic and operational authority through its
Executive Limitations and Ends Policies (Table 5P2-1). The members of the Board are
appointed and composition of the Board is pursuant to the Wisconsin Statutes. The LTC Board
links quarterly with businesses or school district boards, and networks with area legislators. The
Board reviews and considers internal performance results through board monitoring reports that
showcase data, results and recommendations. Leadership team members present the board
monitoring results, students give updates on student government, and staff share highlights of
accomplishments (CC2C1,2,3,4).
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Table 5P2-1 Board Ends Policies
LTC Board Ends Policies
Workforce: Lakeshore Technical College exists so the community workforce will be well trained, diverse, flexible,
and will meet the needs of a changing marketplace.
Access: Learning opportunities are affordable and accessible, within available resources.
At the program level, Advisory Committees provide feedback and input to the faculty and deans
to ensure curriculum is aligned with industry needs. The Workforce Solutions department meets
with local business to learn needs and help customize training solutions. Information from
Workforce Solutions is shared with the instructional areas to keep them abreast of current
industry needs. Discussion about Individual goals that support College goals takes place during
the Employee Performance Review (EPR) process (4P10) (CC5C3).
The College plans for fluctuations in capacity based on the economy and workforce needs.
Examples include effectively managing an influx of dislocated workers as well as recent state
budget cuts (2P4 & Figure 2P4-1) (CC5C4).
The Leadership Team regularly assesses emerging factors such as technology, demographic
shifts and globalization and incorporates into plans, if needed (Figure 8P1-1) (CC5C5).
Managers receive their
budgets and the process
guidelines at the start of the
plan and budget process.
Goals are deployed through
the goal alignment (Figure
5P2-1). Guidelines include
priority ranking to use for
division/department
planning, new development
approval, and the annual
plan processes. Financial
reports produced monthly
monitor expenses and
reallocate resources during
the year (CC5A5). The
Budget Core Team meets
quarterly with the
Instructional Deans to
review and monitor program
budgets.
Figure 5P2-1 Organizational Alignment of Goals (CC5B)
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5P3 Incorporating Student and Stakeholder Needs
Mission, Vision and Values are articulated publicly as noted in 5P1 and Figure 4P2-1. Input is
gathered from stakeholders through a variety of means:
 LTC Board links with government, business, education, and students to understand needs.
The Board reviews the input at the Board meeting following the linking discussion. This
feedback is accounted for at their semi-annual planning retreat as they set direction
(CC2C2).
 The President meets monthly with the officers from the Student Government Association
(SGA) to discuss issues and get feedback. The SGA Officers report on their activities at the
monthly LTC Board meeting.
 The President meets monthly with the President of the Lakeshore Education Association
(LEA) and the Chair and Vice-Chair of the Support Staff Representative Committee (SSRC)
to ensure open lines of communication. The President attends the monthly meeting of the
Support Staff Representative Committee to report on operations and listen to feedback and
concerns.
 The Vice President of Instruction and the Director of Human Resources meet monthly with
the Vice-President of the LEA and a legal advisor to discuss improvements in academic
quality.
 The Leadership Team reviews the environmental scan data and year end results for trends
(8P1).
 Faculty and deans work with program advisory committees to learn about industry trends
and training needs.
 Training Directors, High School Liaisons, and Multicultural Liaisons collect feedback from key
stakeholders.
 The Lakeshore Area Healthcare Alliance (Table 9P7-1) meets monthly and it provides input
for long-term planning for health care industry needs.
 The Superintendents Advisory Council, the Principals Advisory Council, and the Multicultural
Community Advisory Council, provide avenues for feedback to ensure their needs and
expectations are met (9P1).
 The Quality Review Process (QRP) ensures the programs are meeting stakeholder needs
(1P13).
 Graduate and employer annual surveys measure satisfaction. The results are distributed to
the appropriate department and reviewed by the Leadership Team (Table 3R2-3).
 A variety of College staff establish relationships with community and business leaders as a
community involvement strategy to stay connected. Through these relationships, feedback is
obtained as input for setting directions (9P7-1, 2).
The Leadership Team synthesizes the input through the planning process and uses it to
influence future direction, strategies and activities. The College mission is articulated
throughout the campus on wall postings, in the Annual Plan and Budget Document, on the
College website: www.gotoltc.edu/administration/missionvision.php, in major publications and
formal presentations (CC1B1,2,3).
5P4 Leadership Focus on Students and Learning
The College leverages relationships in the community to gain insight on future opportunities and
trends (9P1). Faculty, deans, training directors, and the president rely on their relationships,
connections, and involvement to identify future opportunities. The College uses the workforce
planning model (Figure 3P5-1) to gauge future opportunities and to evaluate them against the
guiding principles and strategic plan to determine the feasibility for implementation.
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Lakeshore Technical College
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Staff identify opportunities to improve student learning through their work with employers, State
and National organizations, economic development groups, local chambers, and schools. Staff
obtain input and receive feedback through interviews, surveys, and collaborative projects.
Advisory committees play a significant role in future program opportunities. Members represent
industry, professional organizations, and the community. Committees update deans and faculty
on workforce needs and industry trends (1P3). Accredited and licensed programs receive
feedback from the licensing organization. That feedback drives improvement of the quality of
programs and curriculum (1P13). Another venue for future opportunities is the New Idea
Process (Figure 1P4-1). The Leadership Team uses this process to add approved ideas to the
annual plan.
The new program development (Table 1P3-1) process systematically evaluates, approves and
implements new programs. The process relies on surveys of local employers to determine job
demand and requires approval by the LTC Board and the Wisconsin Technical College System
(WTCS) Board. The ―Develop a Curriculum‖ (DACUM) process is used to identify specific job
skills and expectations of employers (Table 1P2-1). This process validates demand, employer
skill requirements, and resource requirements.
5P5 Organizational Decision Making
Decisions are made at all levels in the College primarily using a consultative-and-collaborative
model. Responsibility for making decisions depends on the scope of the decision to be made,
as well as financial and organizational implications. Staff use data to make informed decisions.
If specific data is not obtained through regular process, the information is accessible by request
through Research and Planning or through the administrative systems.
Figure 5P5-1 Decision Process Diagram
The College uses a Policy and Procedure database
system. The infrastructure and process is monitored
through the Human Resource Department.
Managers develop and review policies on a
schedule. Notifications are through a ―push feature‖
via email. At every Board meeting, the members
review the policies to ensure they understand policy
intent (CC5B1). The Board maintains awareness of
the College‘s performance through the Monitoring
Report Process (Figure 7P2-1) (CC5B2).
The College involves administration, faculty, staff
and students to set academic requirements, policy,
and processes through effective structures for a
contributive and collaborative effort. The editor of
the College Catalog and Student Handbook annually
distributes the policy and procedure sections to the
appropriate managers, who review, revise and/or
confirm the language of their respective policies.
Faculty update their syllabi and students have a role
in policy relative to student government association
and student clubs (CC5B3).
Category Five: Leading and Communicating
Stakeholder‘s
Proposal/Plan
Leadership Team
C
O
M
M
U
N
I
C
A
T
E
Management
Team
Campus
Community
Not
Approved
Approved
C
O
M
M
U
N
I
C
A
T
E
Leadership Team
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A formal process guides College-wide decision-making (Figure 5P5-1) to ensure a broad base
of input on issues, proposals, and plans. The Leadership Team reviews plans and proposals to
ensure alignment with the mission, vision, values, and strategic plan.
The College empowers staff to make decisions within their area of responsibility and relies on its
organizational structure and cross-functional teams to advise, make, and implement decisions
on broader organizational topics. Individuals and teams make proposals, seek approval, and
then work with the appropriate managers to implement the proposal or plan
The College uses teams as the primary source for project and goal deployment and
implementation. Project Teams and Process Improvement Teams provide recommendations to
the Leadership Team. Team structure (Figure 5P5-2) provides opportunities for staff to work
together to accomplish goals. The Leadership Team ensures the purpose and goals of the
team align with organizational needs, recommendations get implemented, and that appropriate
staff are involved.
Figure 5P5-2 Team Structure
5P6 Using Data, Information, and Performance Results
A system of monitoring results at the organizational, project, program, and individual levels are
used to gauge performance toward annual and strategic goals. Although evidence is presented
here for linking processes through the monitoring system, 8P1 demonstrates that the College
meets CC5C1.
Organizational: Monitoring System - Organization performance, based on the Board‘s
Policies on Ends and the Strategic Plan, begins with the College monitor and is linked to
department and individual monitors.
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The College monitor (Figure 8R3-1) is updated twice a year and reviewed by the
Leadership Team. It measures effectiveness of Key Performance Indicators and guides
decision making. KPI‘s from the monitor are incorporated into the Board‘s evaluation of
the President. The monthly monitor contains leading indicators on the progression of
results. Leadership and Management Team review it monthly and the President gives
updates to the LTC Board. Below target indicators prompt action by the Leadership
Team member responsible for the outcome. Monitoring reports are presented to the
Board (Figure 7P2-1), to determine if the College is meeting the policies and priorities.
The LT analyzes year-end results and environmental scan data. Through this process,
the Leadership Team analyzes results and develops recommendations for improvement.
Project: Project Management System - A project management system implemented in 2009
improves accountability and completion of college priorities. The Leadership Team uses
the strategic plan and results from the monitoring system to identify annual projects. The
process includes a project charter with objectives and milestones, and identifies targets
and improvements. Key Performance indicators measure the project‘s progress and
success.
Program: Quality Review Process (QRP) and Program Health - For QRP, data is collected
by the Research and Planning department and reported to the state that then compiles
results and delivers a comparative scorecard. Scorecard measures include indicators
such as, Course Completion and Retention. Faculty analyzes the data from the
scorecard to make program improvements.
Using the Program Health Process (Figure 1P14-1), the Leadership Team acts on
recommendations made by the Vice President of Instruction when deciding when to
continue or discontinue programs in the ―watch‖ category. The Instructional Leadership
Team evaluates programs using the key drivers listed in the Level II Analysis (1P14).
Individual: Employee Performance Review (EPR) - Individual performance and goals are
monitored semi-annually through the Employee Performance Review process (4P10).
5P7 Organizational Communication
A Communication Model (Figure 5P7-1) created by a cross-functional team as a result of the
last Strategy Forum, serves as a guide. The Bridge is the primary communication vehicle.
Using the Rich Site Summary feature in The Bridge, staff stay informed of projects, policies,
team accomplishments, and general news.
Communication occurs among all institutional levels through presentations at in-service three
times per year, College updates, budget forums, and via electronic means. Feedback from staff
is encouraged through in-person discussions, telephone conversations, email, and surveys.
Meetings occur regularly throughout the organization at all levels to ensure communication lines
remain open (5P3).
The College‘s open door philosophy encourages daily communication and information sharing
between and among staff at all levels. For example, when the Leadership Team considered
closing the campus on Fridays in summer to save energy and reduce fuel consumption, an email sent to managers and support staff requested feedback regarding the impact. An
overwhelming number of responses guided the decision to close on Fridays.
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Examples of Methods of Communication for Stakeholders:
Students: The Lake Effect (monthly student newsletter), email, announcements in the
classroom, bulletin boards, closed circuit TV, emergency notification system, and the
Student Government Association.
Staff: The LTC Communication Model (Figure 5P7-1) is an interactive tool used to identify the
various levels and means of communication college wide. Below are a few examples of
the communication opportunities at each level of staff and the audience of the specific
communication.

College wide: Presidents update (monthly), mid and end of year updates, in-service
(semiannually), Monthly Monitor (monthly), and PIT report outs (ongoing).

Group: Management team meetings (monthly), Support Staff Representative
Committee Meetings, Leadership Team meetings (semi-monthly), Instructional
Leadership Team meetings, Division meetings (monthly), Program Advisory
meetings (semi-annually).
Individual: EPR (semi-annual), individually called meetings (as needed), e-mail, phone/voice
mail, web conferences.
Figure 5P7-1 Communication Model
5P8 Communicating a Shared Mission, Vision, and Values
Leaders communicate a shared mission, vision, and values through employee orientation,
written communication and publications, and through the employee recognition system. This
begins even prior to employment by communicating the mission, vision, and values on materials
sent to potential employees during the recruitment phase. All new employees go through an
orientation with the President that discusses the mission, vision, values. Statements are
reinforced through communication in all organizational publications, on posters throughout the
campus, and on the College‘s website. The mission, vision, and values are incorporated into
updates, mid- and year-end reports, and during EPR goals discussions. One example is
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incorporating customer letters into an in-service publication LTC CARES, which reinforces the
College values.
The College expects staff members to be a positive example through actions that support
mission, vision, and values. These actions are recognized and reinforced using LTC CARES
Checks. The College Advancement program is a financial incentive system that recognizes
management and support staff for efforts that advance the College's mission, vision, and
values. Representatives from management, faculty, and support staff receive nominations to
lead the graduates in the commencement ceremony (Table 4P11-2).
5P9 Leadership Development
Leadership abilities are encouraged, developed, and strengthened among all staff through
participation in state and local leadership programs, professional development opportunities,
project assignments, and participation in leadership positions in local, state and national
organizations.
Staff members from all groups can apply to participate in leadership training and development
programs which include: the Wisconsin Leadership Development Institute (WLDI), the Chamber
of Manitowoc County Leadership Institute, the Sheboygan County Chamber Leadership
Institute, and Wisconsin Women in Higher Education (WWHEL).
The LTC Board sets professional development expectations of the President to attend activities
annually and likewise, the President sets similar expectations for all staff. The Employee
Planning and Review Process (EPR) process provides the opportunity for all staff to discuss
with their manager their personal and professional goals and to determine a plan of action for
them to follow (4P10). In-service sessions also provide opportunities for staff to participate in
leadership development. All departments budgets include professional develop allocations.
The College has a formal mentoring process that matches new employees with a current
employee who serves as a mentor (4P4). Employees have opportunities to lead projects or
teams through the College's project management and PITs. Staff gain experience and develop
their leadership skills through the project. The College encourages staff to take leadership roles
in local, state, and national organizations to develop their leadership abilities.
Staff share their leadership knowledge, skills and best practices through faculty forum, inservice, department meetings, program meetings, and management team meetings.
5P10 Leadership Succession
Ensuring the mission, vision, values, and commitment to high performance is maintained
through the College's mentoring program and succession planning. As employees transition to a
leadership role, if possible, there is an overlap period with the outgoing employee. Staff who
express an interest in leadership develop their skills and abilities by participating in leadership
development programming.
The mentoring program matches new staff with experienced leaders during their transition. New
faculty participates in a two-year new instructor training program facilitated by the
Organizational Development Center (4P4).
The Early Notification Policy provides a financial incentive for staff to inform the College months
in advance of when will be retiring. Succession planning is completed by the Leadership Team
after reviewing future eligibility for retirement. For example, the decision was made to hire an
associate dean through attrition in instructional divisions to ensure the College develops
successors. Another example is hiring a second wind instructor due to the uniqueness of the
program and difficulty in finding an immediate replacement should that person choose to leave.
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During the EPR process, managers review job descriptions to ensure an accurate account of
duties and responsibilities. Managers coordinate procedure documentation within departments.
5R1 Measures of Leading and Communicating
The College utilizes the following primary measures of leading and communicating:




Table 5R2-1 LTC Board Policy Self-Assessment
Figure 5R2-1 Climate Survey–Leadership and Support
Figure 5R2-2 Management Effectiveness Survey Results
Figure 5R3-1 Campus Quality Comparison
5R2 Performance Results
Table 5R2-1 represents results of the LTC Board self-assessment, conducted monthly and
reviewed at the Board Retreat to assess compliance with its policies. The assessment
measures on a scale of 1-5, the extent to which LTC Board members are in compliance with
governance process and Board-Staff Relationship Policies.
Table 5R2-1 Board Policy Self-Assessment
Policy Type
Governance
Progress
Board - Staff
Relationship
Board Policy
2009-10
2010-11
2011-12
I.A. Governance Commitment
4.57
4.63
4.91
I. B. Governing Style
4.48
4.48
4.63
I. C. Board Job Description
4.73
4.57
4.52
I. D. Chairpersons Role
4.14
4.35
4.23
I. E. Board Committee Principles
4.6
5
4.83
I. F. Board Planning Agenda
4.49
4.4
4.52
I. G. Board Members Code of Conduct
3.71
4.3
4.32
II. A. Delegation to the President
4.68
4.45
4.53
II. B. President's Position Profile
4.42
II. C. Monitoring Presidential Performance
4.58
Figure 5R2-1 Campus Quality Survey – Leadership and Support
Leadership and Support
Administrators are committed to providing quality service
3.79
4.04
3.82
3.64
My supervisor helps me improve my job performance
Administrators share information regularly with faculty and staff
3.39
Team efforts are effective in this organization
3.69
4.01
3.34
3.42
3.28
Job responsibilities are communicated clearly to employees
Administrators pay attention to what I have to say
3.19
This institution analyzes all relevant data before making decisions
2.87
Employees are rewarded for outstanding job performance
2.71
0.00
How it is Now 2010
0.50
1.00
1.50
2.00
2.50
3.56
3.31
2.97
3.00
3.50
4.00
4.50
How it is Now 2007
The Campus Quality Survey assesses the climate, and is administered every three years. In the
category Strategic Quality Planning, staff rated every indicator higher in 2010 than in 2007.
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Communication behavior ratings increased, this area was targeted for improvement. The
Organizational Development Center coordinated Management Team training sessions that
introduced tools and techniques to improve communication. The use of Process Improvement
Teams impacted the high rating of 4.01 on Team Efforts (Figure 5R2-1).
Figure 5R2-2 Manager Effectiveness Survey Results
81%
83%
2012
Communication
Behaviors
85%
84%
86%
Leadership
Behaviors
85%
85%
2011
Interdependence
Behaviors
86%
86%
87%
Valuing Behaviors
83%
85%
2010
Valuing Diversity
Behaviors
87%
87%
86%
78%
80%
82%
84%
86%
88%
5R3 Results Comparison
The Campus Quality Survey results indicate a healthy climate and compare favorably in all
categories against national norms of two-year colleges as provided by Performance Horizons
(Figure 4R2-2). The staff rated Strategic Quality Planning (+.34) better than the comparison
group, as well as Top Management Leadership and Support (+.30).
5I1 Recent Improvements
Specific improvements for leading and communicating include:
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Increase staff involvement on College-wide plans, issues, and decision-making. Human
Resources initiated these improvements by emailing staff for input on current issues and plans.
Leadership encourages managers to talk with staff to gain feedback.
Implement and deploy a Policy and Procedure Management System to promote consistency and
accessibility in policy and procedures. (5P5)
Implemented monthly Project Showcase and incorporated into In-service.
Simplified the Planning Process (8P1-1)
Implement College Knowledge, internal monthly e-newsletter.
Increase the frequency of the Campus Quality Survey.
The Organizational Development Center is to develop a training program with a leadership track
and to help staff find appropriate leadership training to meet their needs.
Results are communicated through Management Team meetings, department meetings, and
College updates as well as other methods (Table 5P7-1).
5I2 Culture and Infrastructure Involvement in Process Improvement
The Leadership Team set targets for improvement in the areas of leading and communicating,
basing decisions from analysis of data, input and feedback related to communication, and
review of leadership processes and systems. An open door policy is widely accepted from the
front desk at the library all the way to the President‘s office. The College‘s culture promotes
Category Five: Leading and Communicating
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efficient follow up regarding input and concerns. ―Closing the loop‖ is common phrase that
describes the manager‘s responsibility to follow up and bring closure to the decision making
process (Figure 5P5-1).
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Category Six: Supporting Institutional Operations
Category Introduction
The processes in Category 6, Supporting Institutional Operations, vary between systematic and
aligned. The processes for supporting students are aligned, with continual surveys done to
assess student satisfaction. The results are shared with staff and teams to address areas where
improvements need to be made. After the improvements are implemented, surveys continue to
occur to ensure improvements are meeting student needs. The College will be accessing other
colleges‘ data to provide benchmarks for institutional student support processes, which will help
the continuous improvements efforts.
Most of the institutional support processes for staff are systematic. Processes have been
developed for all areas, which are modified through improvements as needed. A strategic
project has been developed for 2012-13, which will assess customer satisfaction with
institutional processes and identify areas for improvement. Teams will be developed to address
those areas of improvement. As part of this project a model will be developed to ensure that this
survey occurs annually and results are reported back to staff.
Institutional processes that support the Board are aligned. Processes are well developed, input
from the Board is analyzed on a regular basis and improvements are implemented based on
results. Monitoring of board policies and tracking progress on goals are a normal part of
reporting at LTC Board meetings.
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6P1 Supporting Needs of Students and Stakeholders
Support services for students are designed to increase student engagement. Support service
needs are identified through multiple inputs, which include surveys, and feedback from
interactions with students. The College identifies students‘ need of support services through
methods listed below:
Table 6P1-1 Supporting Needs of Students Input
Method
Student Satisfaction
Course Instructor Feedback
―Tell us what you Think‖
Financial Aid Disbursement
Help Desk
Student Complaint
Information Collected
Perception of service
Satisfaction with course
Satisfaction with student services
Average amount awarded
Volume of calls and satisfaction
Service and academic issues
Results Documented
Table 6R2-1, Figure 1R5-1
Table 3R3-2
Figure 3R3-1
Table 6R2-1
Figure 6R3-1, Table 6R3-3
Table 3R3-1
Stakeholders
Needs of other key stakeholders are identified through direct conversations with the
stakeholders (e.g., advisory meetings, board meetings) or through ongoing feedback regarding
response to previously identified needs.

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

Analyzing other stakeholder requirements (Table 3P1-1).
Advisory committee meeting input (1P2).
Popcorn with the President conversations.
LTC Foundation Board input at meetings.
LTC Board Policy monitoring (Policy Governance).
LTC Board meeting updates and asking ―What do you need more or less of?‖
LTC Board linking and learning with businesses and community.
The design and delivery of institutional support service considers the needs of the constituent
(i.e., the student and stakeholder), while balancing efficiency and cost-effectiveness. The
College uses student feedback, input from the SGA, employer surveys and informal discussions
to identify support needs. WTCS best practices and system standards also assists in the
identification of support needs. In addition, the College continues to analyze data and uses the
planning process to identify support service needs of students (8P1). The Envision 2015
strategic plan strategy for Student Success includes goals to improve student engagement and
access to financial aid.
6P2 Supporting Needs of Faculty, Staff and Administrators
The College identifies the support service needs of faculty, staff and administrators through
various methods:
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Annual plan and budget processes (8P1).
Help desk data. (Table 6R3-3, Figure 6R3-1).
Feedback from All Staff Solutions Box and monthly SSRC meetings (support staff).
Feedback from LEA Fireside Chat meetings (faculty).
Feedback from Management Team meetings (management).
Feedback from deans and student services managers‘ meetings.
Climate Survey (Figures 4R2-1, 2, 3).
Management Effectiveness Survey (Figure 5R2-2).
Feedback from ―Open door‖ philosophy; staff identify needs during informal interactions with
leadership.
Monthly LEA and SSRC officers meeting with President.
Employee Performance Review (EPR) process (4P10).
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The results of the various student, stakeholder and staff inputs are shared with the appropriate
manager and staff. Departments analyze inputs, and develop recommendations actions to
report to the Leadership Team (LT). Referrals are made to the Process Improvement Team
Steering Committee for consideration of a PIT to address the concern (Figure 5P5-1). Process
improvement teams are utilized to develop improvements to processes and services, especially
in areas involving multiple departments.
6P3 Supporting Physical Safety and Security
The Crisis Leadership Team (CLT) was started to develop crisis communication and response
processes for the College. Processes were designed based on best practices and results of
crisis responses at other colleges. Information on how to address various crisis events is
located in each classroom and all staff have participated in training through in-service sessions.
An emergency notification system has been implemented for communicating to both staff and
students. The CLT and LT complete tabletop exercises annually to review, revise, and improve
the current processes. In addition, these processes are also communicated through various
methods:









In-service
New student orientation
Campus police presentations during the semesters
Student handbook and College catalog
College website
The Bridge
Emergency checklist and security contact information located in all rooms
Workplace safety training done by the workers compensation insurance carrier
New employee orientation
A Behavior Intervention Team (BIT) was created to identify students displaying inappropriate
behavior. The training for the team was held in collaboration with other WTCS colleges and best
practices were shared among the group. Communication to staff regarding BIT included the
same methods as bulleted above. Staff can report non-emergency student behavior through an
electronic form on The Bridge and the BIT team will follow up with the student.
The Crisis Leadership Team and Behavior Intervention Team meet regularly and participate in
training as needed. A budget exists for the Crisis Leadership Team to provide for professional
development and other expenses.
The College employs campus security staff, who are on campus while classes are in session.
Their office is located outside the student services area in a visible and accessible location.
Physical plant staff keep the grounds safe in winter with snow removal and ongoing upkeep of
the parking lots and pathways. The College conducts regular fire and tornado drills. As noted in
Table 6R2-1, student ranking of safety and security has improved from 2006 to 2009 and ranks
higher than other institutions.
6P4 Managing Support Processes
Managers oversee key student and administrative support service processes and ensure
processes align to goals on annual plans and performance monitors. Managers who supervise
staff in the support areas conduct team and update meetings with staff. Managers responsible
for operational work teams use communications such as team meetings, and just-in-time
feedback to encourage knowledge sharing. Communication and feedback methods aid in daily
management. Updates and changes to processes are communicated to appropriate staff and
students through communication tools and avenues (Figure 5P7-1). The Policy and Procedure
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Management system is located on The Bridge and is accessible to all. As new policies and
procedures are developed or changed, the system sends automatic notifications to staff.
From a systems perspective, the WILM Data Center and the College‘s Information Technology
Services work with the Help Desk, monitor the network, the administrative systems databases,
and general performance of the computer systems to ensure uptime and good performance.
The Decision Support Team monitors the Cognos data warehouse daily to ensure accurate and
timely information is available to staff.
The process improvement model (Figure 7P2-2) helps the College improve operations.. Once
identified, Process Improvement Teams discuss problems with current processes, develop new
processes and implement and communicate changes. Internal department changes are
discussed at team meetings. Upon a decision to make changes, current processes are
reviewed, data is collected on the possible impact of a change, and a decision is made. After a
decision is finalized a plan is developed and communicated, and the change is implemented.
Student support processes related to policy are listed in the student handbook and on the Policy
and Procedure Management system. The College‘s website provides access for student
processes such as the LTC Library searches and check out, LTC Bookstore, registration,
Disability and Minority Services, Financial Aid, student email, tutoring and academic support,
and Career Placement Services for online job searches.
Performance monitors have been implemented for staff and are used to monitor processes and
progress towards goals. Managers review monitors and plans are developed to implement and
improve processes. The Monthly monitor serves as an early alert report for the College‘s key
performance indicators. If an indicator is reflecting less than optimal performance, the
appropriate staff analyzes the data and develops an improvement plan.
The College monitors financial information on a monthly basis to determine whether
adjustments to budgets need to be made and to verify that adequate resources are available to
fund expenditures.
6P5 Documenting Support Processes
The Bridge intranet site is a place where staff can access College news, procedures, processes,
strategic plan, department sites, and reports. A New Ideas Process (Figure 1P4-1) and All Staff
Solutions Box have been added to The Bridge to empower staff to share ideas, improvements
and suggestions. Teams are assigned to review, evaluate and respond to items suggested
through New Ideas and All Staff Solutions.
When new ideas and processes are implemented, communication to all staff is relayed on The
Bridge. The process improvement model empowers teams to improve processes, solve
problems, and make decisions that impact students, staff, and College operations (Figure 7P22). Process improvements that are identified are included on annual goals and monitors for
staff. These are monitored by impacted staff and managers.
Processes to encourage knowledge sharing and innovation include direct dialogue and
feedback among staff through the following methods:




Departmental and team meetings (Figure 5P5-2).
Feedback surveys (Table 4R1-1).
Department review process (8P1).
Budget options process.
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
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October 2012
QRP (1P13).
Electronic distribution of team meeting minutes.
All staff solutions box and responses to suggestions (4P12).
Department staff cross-training.
PIT report outs (7P2).
Policy and procedure manager system.
WILM best practice sharing in administrative systems development and Trilogy- WILM intranet (7P1).
Management team meetings.
Project Showcase.
6R1 Measures of Support Service Processes
The following measures are collected and analyzed.
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Figure 6R2-1 Student Satisfaction Inventory Results (every 3 years- Noel Levitz)
Table 6R2-1 Financial Aid Performance Indicators
Table 6R2-2 E-Service Measures (MyLTC, e-refund, online registration- self-service measures)
Table 6R3-1 Campus Quality Survey – Administrative Processes
Table 6R3-2 Campus Safety
Table 6R3-3 Help Desk Statistics
Figure 6R3-1 Help Desk Calls by Month
Table 6R3-4 Operating Financial Management
Table 6R3-5 Bond Rating
Student support process measures include student satisfaction with admissions, financial aid,
program interview/counseling, registration, and student employment. Support services aimed at
student success are diverse and require additional specific measures of satisfaction for Skills
Center, Student Life, and Career Placement. Other service measures are analyzed from the
student satisfaction data as well as ad hoc methods such as the Bookstore and Food Service
satisfaction surveys. Other data collected includes satisfaction with Help Desk/Technology
Services, Library, Facilities and Scheduling.
6R2 Performance Results
Figure 6R2-1 Key Student Support Service Results
6.04
5.80
Academic Services
5.50
5.49
5.99
5.75
Registration Effectiveness
5.47
5.44
5.50
Admissions and Financial Aid
5.89
5.20
5.16
5.86
Safety and Security
5.68
5.06
5.03
5.83
Campus Support Services
5.81
5.00
4.98
5.58
Academic Advising/Counseling
1.00
2012 Satisfaction
2009 Satisfaction
5.25
5.20
3.00
Midwestern Comm. Colleges
5.00
5.85
7.00
National Comm. Colleges
Source: Noel-Levitz SSI Survey, 2009 (n) = 412, 2012 (n)=495
Figure 6R2-1 indicates that students are satisfied with key student support services. Student
satisfaction inventory results from 2009 and 2012 when compared to regional and national
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81
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averages reflect the College consistently rates higher than comparisons. Indicators will continue
to be monitored along with student complaints to determine areas for improvement.
Table 6R2-1 shows an increasing trend in the percentage of eligible students who receive aid.
Data reflects an increase in dislocated workers that contribute to increased financial aid
applications. The average award has also grown due to increases in new state grant programs,
student loan borrowing and increases in FTE‘s. The 2010-11 result has exceeded the targets
set.
Table 6R2-1 Financial Aid Performance Indicators
Key Indicator
2008-09
Results
2009-10
Results
2010-11
Results
Comparison
2011-12
Status
2012-13
Targets
Percent of Students Eligible that
Receive Financial Aid
62.7%
79.9%
81.9%
78.00%
83.00%
85.00%
Average Financial Aid Award
$3,744
$4,218
$4,920
$4,810
$4,018
$4,300
Making services more accessible to students by using technology was one of the goals that
prompted use of PeopleSoft. The number of self-service transactions that students conduct
shows that students consider this a viable option. WILM is continuing to trend the enrollments
and transactions as well as adding self-service functionality to the system. Self-service usage
has grown for the College as the website has become more user friendly. Although the
College‘s percent of students that use self-service drops has increased, it‘s still lagging behind
the other WILM colleges. Self-service drops are lower than other WILM colleges, because
intervention strategies to reach out to students informed them of the repercussions. Data is
monitored to determine if there is a reason for the decline in usage of the various online
features.
Table 6R2-2 Student E-Service Measures
Self-Service Enrollment
Self-Service Measures
Percent Self Service
2009
LTC
2010
LTC
2011
LTC
MSTC
WITC
WILM
54%
55%
60%
67%
74%
68%
2,013
2,505
2,572
3120
3,303
8,995
Percent Self Service Class Drops
40%
34%
39%
60%
55%
52%
Self Service Class Drops (undup)
1,083
1,339
1,453
2,192
1,799
5,444
Self-Service Enrolls (undup)
Faculty Gradebook Usage
Student Gradebook Usage (dup)
82
114
111
310
35
456
4,245
6,184
5,555
18,907
2,428
26,890
6R3 Performance Results for Administrative Support Service Processes
The Campus Quality Survey provides satisfaction rankings for various categories of
administrative support data (Table 6R3-1). However, there are no comparative data available to
benchmark. The low ratings for communication with other departments in both 2007 and 2010
resulted in an AQIP action project to improve communication between departments. The
communication model (Figure 5P7-1) was a result of this project. A cross-functional team of
instruction and student services staff meet on a regular basis in order to improve the
communications. Another improvement made was remodeling the kitchen to improve flow for
students and staff.
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Table 6R3-1 Campus Quality Survey – Administrative Processes
Administrative Process
Payroll services
Switchboard and telephone services
Maintenance and custodial services
Media, audio visual, technology services
Security/police services
Parking for faculty and staff
Business office services
Health and nursing services
Computer information systems and services
Personnel/human resource services
Bookstore services
Cafeteria and food services
Research and planning services
Recruitment and orientation of new employees
Budget planning and coordination
Marketing, advertising, and public relations
Communication with other departments
Source: Campus Quality Survey
2007
4.295
4.283
3.990
3.970
3.852
4.180
3.865
4.062
3.034
3.730
3.817
3.953
3.495
3.410
3.497
2.995
2.719
2010
4.314
4.295
4.151
4.139
4.114
4.057
4.042
3.977
3.909
3.810
3.797
3.796
3.747
3.716
3.563
3.553
2.829
Diff.
.019
.012
.161
.169
.262
-.123
.177
-.085
.875
.080
-.020
-.157
.252
.306
.066
.558
.110
Table 6R3-2 reports the campus‘ safety record as required by the United States Department of
Education, along with a comparison to Mid-State Technical College (MSTC), which is
comparable in size. This record is substantiated by a police incident log reviewed by Campus
Police who involve functional areas as necessary to ensure safe practices and facilities. Results
indicate that the College is an extremely safe campus.
Table 6R3-2 Campus Safety
Category
2008-09
LTC MSTC
On-Campus Criminal Activity Statistics – All Campuses
0
0
Arrest Activity Statistics
0
0
Source: LTC Security Reports, 7-14-08, United States Department of Education
2009-10
LTC MSTC
0
0
0
0
2010-11
LTC MSTC
0
1
0
2
Criminal activity includes murder, manslaughter, sex offenses, robbery, aggravated assault, burglary, motor vehicle
theft and arson. Arrest activity includes liquor and drug law violations and illegal weapons possession.
Table 6R3-3 shows the Help Desk data that are monitored to ensure performance is meeting
contractual standards and the needs of staff and student. The external and internal help desk
staff monitor the satisfaction results by category to determine process improvements.
Table 6R3-3 Help Desk Statistics
Key Indicator
2008-09
Results
2009-10
Results
2010-11
Results
2011-12
Results
Help Desk Satisfaction
8.8
8.85
8.61
8.64
Figure 6R3-1 Help Desk Calls by Month
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The Help Desk team monitors the calls made and answered, as well as the maximum delay
calls. With the start of semesters in August and January, the number of calls and the time to
answer has increased due to the increased volumes in those months. If an excessive number of
calls are received that are not related to the start of the semester, further analysis is done to
determine the root cause of those calls. Follow-up with staff determines an action plan to correct
the issue and resolve the problem.
The following two tables report are measures that monitor for financial performance. These
indicators show how well the College is managing its reserves, budgets and financial
operations. The LTC Board sets financial guidelines annually during the budget process. One
consistent guideline is that the College maintains fund balance between fifteen and twenty
percent of operating expenditures. Table 6R3-4 shows the results which have helped the
College to keep a strong fund balance, which helps in bond ratings. The last two years the
College has exceeded this rate, due to an excess of revenues over expenditures for those
years.
Table 6R3-4 Operating Financial Management
Fiscal Year
Operating
Expenditures
Operating Fund
Balance
2006-07
2007-08
2008-09
2009-10
2010-11
27,192,357
27,897,277
29,916,000
31,282,233
32,246,041
6,245,120
6,712,770
6,644,770
7,950,643
8,891,108
Fund Balance as a
Percent of
Expenditures
22.97%
24.06%
22.21%
25.42%
27.57%
Table 6R3-5 Bond Rating
The College has improved
its bond rating to Aa1 from
Moody‘s Investor Service
(Table 6R3-5). Ratings are
based on the institution‘s
sound financial
management, operating and
borrowing policies, reserve
balances and tax base. The
College‘s bond rating is
comparable to that of MSTC
whose District is similar in
size and economy.
College
Blackhawk Technical College
Chippewa Valley Technical College
Fox Valley Technical College
Gateway Technical College
Lakeshore Technical College
Madison Area Technical College
Mid-State Technical College
Milwaukee Area Technical College
Moraine Park Technical College
Nicolet Area Technical College
Northeast Wisconsin Technical College
Southwest Technical College
Waukesha Area Technical College
Western Technical College
Wisconsin Indianhead Technical College
Source: Moody’s Investor Service
Bond Rating
Aa2
Aa1
Aaa
Aaa
Aa1
Aaa
Aa1
Aa1
Aaa
Aa1
Aaa
Aa2
Aaa
A3
Aaa
6R4 Using Information to Improve Services
Responsible staff and departments analyze data collected from various sources, including
monitoring reports to determine needed improvements to processes and services. Support
areas operate under the principle of an on-going continuous improvement cycle. Student and
administrative support teams discuss qualitative and quantitative results to determine and
deploy needed improvements to services. Key results are included in annual goals and
individual monitors.
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The LT analyzes the monthly monitor and the operations report at its monthly meeting and the
Student Services managers, and Admissions staff analyzes weekly enrollment reports to
determine stop-gap measures and process improvements. The College uses continuous
improvement surveys from staff regarding evaluations of events and activities. The manager for
the event analyzes and communicates the survey results and incorporates improvements in
future planning.
The Financial Services Director works with the College‘s financial advisor to coordinate bond
ratings from Moody‘s for the College‘s debt issues (Table 6R3-5). Financial Services has
received a Distinguished Budget Presentation Award and a Certificate of Achievement for
Excellence in financial reporting from the Government Financial Officers Association for the past
eleven years. In 2011-12, in addition to the budget award, the College received a Special
Recognition for Performance Measurement for its 2011-12 Annual Plan and Budget. The award
feedback includes suggested improvements. These improvements are incorporated into
subsequent documents.
IT and Organizational Development use Help Desk data to determine training needs and
improve processes. When the College implemented Google email and calendaring, there was a
sharp increase in the number of help desk calls. Call information was analyzed and resulted in
additional training and information materials. In addition, the IT department communicated with
the help desk any new technology projects and training materials developed. Data is also
monitored by the WILM Data Center and the WILM Board to ensure performance is meeting
contractual standards and the needs of staff and students (Table 6R3-3).
6R5 Performance Results Comparisons
Comparative Data is included in:




Figure 6R2-1 Key Student Support Service Results
Table 6R2-2 Student E-Service Measures
Table 6R3-2 Campus Safety
Table 6R3-5 Bond Rating
For the student satisfaction survey, data is available to compare our results with other
Midwestern community colleges and national technical colleges (Figure 6R2-1). In all of the
categories, the College meets or exceeds the benchmark data. The College‘s bond rating is
comparable to other technical colleges similar in size. The College continues to search out other
higher education data for comparisons and benchmarks.
6I1 Recent improvements
The College uses a comprehensive assessment of student satisfaction with support service
processes through the Noel Levitz survey. The survey is completed every three years. The
College has a comprehensive assessment of staff satisfaction with support service processes
through the Campus Quality survey. This is also done every three years. The Leadership Team
analyzes the data from the surveys to determine strategies and priorities for improvements.
Based upon the results of the Campus Quality survey, the College formed a cross-functional
team to review, recommend, and implement a communication model and process to improve
college-wide communication. The team evaluated the existing communication channels and
developed a model that captured top-down, bottom-up and interdepartmental communication to
ensure college-wide communication (Figure 5P7-1).
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In alignment with the College‘s strategic plan initiative, Envision Student Success, the College
centralized student engagement and experiential learning coordination into one department,
Student Services. The College is now able to coordinate career placement services and job
search assistance, along with internships and service-learning, as a comprehensive service for
students.
6I2 Culture and Infrastructure’s Involvement in Process Improvements
Improvements to communication and transparency include The Bridge, the Project Management
System, and New Ideas and All Staff Solutions box. The College‘s values, LTC CARES, include
respect, which states we openly communicate, listen and appreciate diversity. One of the
strategic goals in Envision Excellence, which includes expanding efforts in continuous quality
improvements
Targets for improvement are set annually by the LT through user feedback and department
meetings, as well as formally through the annual planning process and EPR sessions. Targets
are based on the current indicators and future goals.
A referral can be made to the Process Improvement Team Steering Committee for
consideration of a PIT to address improvements. The Process Improvement Steering
Committee reviews the recommended PIT event against selection criteria, which include,
improvement of processes that support the College mission and strategic plan, and that creates
or enhances student learning, and student access to effective and efficient work environments.
Results are communicated through Management Team meetings, department meetings, and
College updates. As evidenced in Campus Quality and Management Effectiveness survey
results (Figures 4R2-1, 2, 3 and Figure 5R2-2), communication is an area requiring continuous
improvement that will be addressed through consistent Management Team communication.
Report outs of PITs are open to all staff and the results are posted on The Bridge. The Project
Management System displays results information on The Bridge, through mid and year-end
updates and through monthly Project Showcase Updates.
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Category Seven - Measuring Effectiveness
Category Introduction
Overall, the College operates primarily with systematic approaches in Category 7, Measuring
Effectiveness. Processes are becoming better defined and repeatable, as in the monitoring
system, with specific targets and goals. The Institution is moving to alignment with our planning
processes and monitoring reports (Figure 5P2-1). Currently, strategic initiatives are coordinated
among divisions and departments to accomplish strategies and visible goals.
A strategic initiative for 2012-13 is a system‘s and processes review model. Customer
satisfaction with current administrative and student processes and services will be analyzed and
priorities set for process improvement events and strategies. This will focus the process
improvement teams, which may have been reactive in the past, to alignment with College goals
and addressing survey results.
Within the Wisconsin-Indianhead-Lakeshore-Midstate (WILM) Consortium, maturity is exhibited
through stable processes and alignment with College and consortium plans and strategies.
Sharing of best practices, resources, and efficiencies has moved this collaboration from
systematic to aligned at times, as other WTCS colleges have noted the successes and longevity
of the consortium.
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7P1 Select, Manage, and Distribute Data for Programs and Services
College performance information is selected, managed, and used to support student learning,
overall institutional strategies, and improvement efforts based on its relevance in advancing
College objectives. Other selections are based in part upon external performance reporting
requirements defined by Wisconsin Technical College System (WTCS), and the federal
government such as Integrated Postsecondary Education Data System (IPEDS) , Perkins,
Department of Education (DOE), and the Higher Learning Commission (HLC). Discussions at
team meetings assist in data collection decisions. Monitors and scorecards are reviewed and
additional information needs are requested on an ad hoc basis to reveal root causes.
Information and data is collected and managed through the College‘s monitoring and reporting
systems. The Research & Planning Department is responsible for the integrity and consistency
of the data.
Needs are also identified through a collaborative initiative process of Wisconsin-IndianheadLakeshore-Midstate (WILM) Consortium. Teams propose initiatives that are reviewed and
approved by the WILM Consortium Board and College Leadership Teams (Figure 7P1-1). An
example would be the Academic Effectiveness KPI initiative. Leadership from all three colleges
agreed that dashboards and reports were needed to answer key questions about program
enrollment, persistence, and graduation within the academic year so actions and strategies
could be implemented based on recent data. This also allowed further investigation down to the
student level by college.
Figure 7P1-1 Initiative Process Flow
WILM colleges may have unique performance needs beyond WILM initiatives. As each WILM
college is notified with a data need, it is reviewed with WILM Decision Support team to see if:
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1) the data is already available, or 2) if it could be gathered easily and effectively for reporting of
federal, state or ad hoc needs. This situation utilizes the non-initiative report request process
(Figure 7P1-2).
Figure 7P1-2 Non-Initiative Process Flow
The College utilizes a Decision Support System built on a data warehouse using IBM Cognos
reporting tool. Standardized operational reports as well as queries through PeopleSoft use this
shared WILM resource. These systems are robust with a daily refresh of data, and through
desktop applications end-users can run operational and executive reports, obtain key
performance indicator (KPI) data, perform searches on reports, and view portal tabs with the
click of a mouse.
Focusing on collaboration, efficiency and accessibility of reports, the College invested in
Microsoft SharePoint as the intranet site. The Bridge has become the information hub of LTC.
Staff are able to access departmental reports and information, use document collaboration
features, link to auxiliary systems, and perform search functions. The Bridge was utilized for
document collaboration of the previous AQIP portfolio, in a limited way. With the SharePoint
version upgrade in 2011 and wider acceptance and usage, the AQIP site was added to provide
one place for category teams to update documents, and access materials. This site can be
accessed anytime – anywhere with Internet access and viable account (Table 7P1-1).
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LT
Monthly
Monitor
LT
Individual
Monitors
Staff Member
and Supervisor
QRP Scorecards
WTCS, Dean,
Faculty
Indicator results are used to determine if strategic goals and
annual goals are being accomplished. The LT reviews the
indicators, results, and targets at its planning meetings in June
and December.
Contains leading indicators of College Monitor Results. Indicator
results are used to guide operational decisions that will impact
the College Monitor results and annual plan. The LT reviews the
indicators annually; results and targets are reviewed monthly to
determine if additional action needs to be taken to improve. It is
also reviewed monthly at the Management Team and LTC Board
meetings.
Indicator results are used to discuss the performance and job
duties of individuals and their departments. The staff member
and supervisor review the monitor semiannually as part of the
EPR process (4P10).
Indicator results are used to review the program along with selfanalysis conducted by the faculty and dean. Improvement plans
are developed and reviewed against the scorecard and updated
to reflect progress annually.
Improvemen
t Efforts
College
Monitor
Manage & Use
Strategic
Plan
Selected By
Institutional
Objectives
Tool
Student
Learning
Table 7P1-1 Data Selection and Use
X
X
X
X
X
X
X
X
X
X
X
X
X
7P2 Select, Manage and Distribute Data for Planning and Improvement
The College‘s planning process (Figure 8P1-1) integrates the strategic plan, master plan, and
annual plans with a comprehensive measurement system. For each strategy, key performance
indicators are assigned to goals. Data is derived from reports accessed, developed, and
managed for consistency through Research & Planning, and distributed and communicated to
the Board through the Board Monitoring Report Process (Figure 7P2-1). Information is
communicated to staff at monthly Project Showcase, in-service, and mid-year updates (CC5D1).
The College utilizes the EPR process to align job description duties, performance monitors and
development plans of individuals with the strategic plan (4P10).
Figure 7P2-1 Board Monitoring Report Process
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Data and results from the monitoring system (Figure 5P2-1) identify processes in need of
continuous improvement. Using the Process Improvement Model (Figure 7P2-2), the College
empowers cross-functional teams to improve processes, solve problems, and make decisions
that impact students, staff, and College operations. An activated Process Improvement Team
(PIT) consists of a maximum of eight members including an impartial staff member and two
students (when appropriate) to ensure an element of objectivity; a facilitator is also assigned to
the team. PIT college-wide report-outs occur after an event in order to communicate
improvement results to staff, and results are also accessible on The Bridge (CC5D2).
Figure 7P2-2 Process Improvement Model
PITs have the following goals:
 minimal forms, minimal steps
 elimination of rework
 reduction in errors
 uniform standards for consistent
application by all users
 narrative and flow
chart description of processes
 training communication
 annual review and update
 measurable goals and outcomes
7P3 Determining Department and Unit Needs
The College‘s annual planning process (Figure 8P1-1) directs the departments to review
appropriate monitors. Departments and teams determine and request needed data to support
the College‘s mission, vision and strategic plan. These requests may stem from discussion
about monitor results, year-end results, environmental scan trends, program trend shifts,
department goals, program accreditation or licensure, and grant accountability. End users
request data through an informal process to Research and Planning or the appropriate
functional area such as Financial Services, Human Resources, or the Registrar. To ensure data
is being requested to facilitate informed decision making, a research request form was
implemented 2012, available on The Bridge and hardcopy.
The College utilizes The Bridge to collect data and link systems from multiple places (Table
7P3-1). Research & Planning Department maintains a Report Center on The Bridge specifically
to distribute key reports. The Cognos reporting tool pulls in data that is maintained in the data
warehouse with archived ―snapshots‖ from specific key dates during the fiscal and academic
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year. Custom reports are developed for particular requests by managers, team leads or other
internal employees. Data is collected centrally and available electronically through The Bridge.
Table 7P3-1 Storage and Accessibility
Reporting
System/Venue
LTC Public Website
Data
Accessibility
Annual Plan and Budget, Annual Audit Report, College Catalog,
Class Listing, Graduate Follow-Up Report
Portal, Registration, Records, Transcripts, Courses
Stakeholders
Staff
(level of access based on need)
*Electronic Time Sheet
Admissions, Registration, Records, Financial Aid,
Student Accounts, Financials, Payroll, Human Resources
FTEs, Enrollments, Student Demographics, Contracts, Seminars, Classes,
Human Resource, Payroll, Admissions, Contracted Services
Executive Reporting
Leave Entry, Time Card Entry
*Imagenow
Student Records, Accounts Payable
Shared LTC Network
All Monitors, including Monthly Monitor (Report Center), Project
Management, Meeting Notes, Job Descriptions, Process Improvements
Customer Relationship System
*On-Line Self Service
Access
*PeopleSoft
*Decision Support
System
*On-Contact
Razor’s Edge
Hard Copy Reports
*WTCS Database
*QRP Online
Shared WILM Network
(Trilogy)
*Policy and Procedure
Management System
Corporate Sponsorship and Donations
Annual Plan and Budget, LTC Fact Card, Year-End Report, Graduate
Follow-Up, Monthly Monitor, College Monitor, Strategic Plan, K-12
Report
Client (student), UFFAS-uniform financial fund accounting, Staff
Accounting QRP, Enrollments, FTEs, Cost per FTE, Revenues,
Expenditures
Quality Review Program Improvement Plans, Trended Scorecards,
Benchmark Report, Self-Studies
WILM initiatives and progress, procedures, WILM forms, discussion
boards
Policies and Procedures
Students & Staff
Staff
(level of access based on need)
Staff (level of access based on
need)
Staff (level of access based on
need)
Staff
Staff (level of access based on
need)
LTC Foundation Staff
Staff
Stakeholders
Specified LTC Staff
Stakeholders
Staff
Staff (level of access based on
need)
Staff (level of access based on
need)
*Accessible through The Bridge
7P4 Analyze and Share Data and Information
At the organizational level, the College analyzes information and data through key performance
indicators related to strategic projects (including AQIP Action Projects), board monitoring
reports, the College and monthly monitors, and the mid-year and year-end reports. Monitoring
reports contain historical trend data, current results, and recommendations for improvements.
These reports are important to leadership, and the stakeholder(s) may need to bring additional
data and root-causes back to LT meetings. Future actions are discussed, documented, agreed
upon, and reviewed for effectiveness and sustainability (CC5D1,2).
The College monitor is reviewed semiannually by the LTC Board during the evaluation of the
President, by the LT through the mid-year progress report and year-end report. College updates
are also given by the President and shared on The Bridge. The statuses of strategic project are
shared monthly at the College‘s Project Showcase, open to all staff.
The board monitoring reports and monthly monitor are reviewed and discussed at the Board
meeting as part of policy governance, and at LT meetings as part of operations reporting. The
monthly monitor is posted on a results bulletin board in each division. At monthly meetings, the
LT reviews the monthly monitor‘s key performance indicators against the goals of prior year
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results. Based on analysis, the LT may request additional research or establish a crossfunctional team to develop and recommend a solution. For example, in 2012 when admission
numbers low, a PIT was formed to improve the inquiry-to-admit process and results. The
monthly monitor guides team members to make decisions and take actions to improve the
results (Table 7P3-1).
The Quality Review Process (QRP) scorecard (Table 1R6-3) is included in the year-end report
and specific indicators are included on the Instructional Deans‘ and College monitors. Deans
and faculty review QRP scorecards as well as their self-analysis of pluses and deltas in program
effectiveness in eight areas. The information is shared with the advisory committees who
provide input for development of improvement plans. Annual scorecards are used to monitor
improvement plan results and progress towards meeting targets.
7P5 Comparative Information Needs and Priorities
The College determined the need to include comparative data on key results during the last
systems portfolio. Comparative results are contained in the College monitor, individual
performance monitors, and other strategic reports. The selection criteria used for comparables
are based upon matched data definition and calculation, similarly sized two-year institutions,
data availability, best practices, and resources.
A primary source of comparative information and data is the WTCS web-based information
system which addresses performance of all 16 technical colleges on a variety of indicators. The
QRP scorecard is an example of WTCS comparative information, targets, and thresholds for
programs. As a partner in the WILM Consortium, the College is able to use comparative
information and data from the three WILM colleges. Select key performance indicators for the
College‘s Human Resources Department use comparables from the Society for Human
Resource Management (SHRM). IPEDS, a program established by the National Center for
Education Statistics as a comprehensive tool to collect data from all postsecondary institutions,
produces data at the national, state, and institutional level that trending and analysis. Campus
Quality Survey and Noel-Levitz Student Satisfaction Inventory provide national benchmark data.
New this year, Noel-Levitz is offering comparative data for the SSI survey, utilizing comparison
within the WTCS for further analysis of our students‘ satisfaction. Research and Planning and
staff continue to look for comparative data that will add value to indicators on the performance
monitors. Attending WTCS Institutional Research meetings, research staff members discuss
best practices and suggest additional sources for benchmarking opportunities.
7P6 Alignment of Analysis with Organizational Goals
The College ensures the analysis of information and data aligns with institutional goals through
the monitoring system. The LTC Board sets and reviews outcomes and agrees on priorities at
the semiannual planning retreat. The President delegates goals to the Leadership Team. The
functional units and divisions/departments build annual plans and review for common
understanding at LT meetings. The LT determines priorities based on the advancement of the
strategic plan results and resources. Goals and monitors are discussed and adjusted during the
EPR process (4P10) based on the prioritized annual plan. Monitor indicator results and goals‘
progress are analyzed and reviewed at the fall and spring EPRs.
Data and the analysis is shared during EPRs, departments, SSRC, President and LEA
leadership update, PIT, Management Team, LT, and LTC Board meetings as well as through
email, monthly and year-end reports, the decision support system, and The Bridge.
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7P7 Information Systems and Processes
The accuracy and reliability of the College‘s information systems is managed by the functional and
technical staff in collaboration with the WILM Consortium and the WILM Data Center. The following
principles are utilized:









Functional staff (subject matter experts) identifies data definitions and calculations.
Functional staff runs tests and validation processes to ensure data accuracy and integrity.
Physical hardware upgrades are maintained in a three-to-five year refresh cycle determined on
performance need and software requirements.
Software application upgrades are driven by industry standards, and applied based on application
enhancements and user information requirements.
IT administrators coordinate the user security, accessibility, and confidentiality as determined by job
responsibility, policy, and state and federal regulations.
System operations are monitored daily. Alert services notify Data Center staff of network and
database failures which are reported to the appropriate teams and resolved.
Data warehouse loads are monitored daily for any problems or failures.
Servers offering web content makes use of Secure Socket Layer (SSL).
PCI-compliance standards are monitored and reviewed annually.
Information is backed up daily and stored in secure locations both on and off-site for disaster
recovery. Since most information is internet accessible, a firewall and VPN is in place along with
password protection to prevent information from being breached. The type of information stored is
reviewed periodically to ensure compliance with industry standards and legislation. Critical
information is further limited with specific access rights.
7R1 Measures of Performance and Effectiveness
Careful selection of key measures coupled with robust reporting has led to evidence-based
decision making and process improvement. The annual LT planning meeting includes analysis
and discussion of current measures determining effectiveness. Measures are reviewed to
determine if they made a difference in College operations. Based on the review, ineffective
indicators are removed and new ones are added to enhance the monitoring systems. The annual
WILM meeting provides teams opportunity to examine comparative results against expectations
and plan initiatives around improvements as well as future needs.
Measures used to gauge the effectiveness of the College‘s measurement system include:





Table 7R2-1 College Monitor Targets Met
Figure 7R2-1 Process Improvement Team (PIT) Results
Figure 7R2-2 Campus Quality Survey Measurement and Analysis Category Results
Table 7R2-2 Strategic Goal Accomplishments
Figure 7R3-1 WILM Usage Statistics on Cognos
7R2 Evidence System Meets Organizational Needs
Qualitative measures such as those listed in Table 7P1-1 and 7P4 are proof to the College
leadership that the monitors are effective tools. At year end, when monitors are evaluated, the
number of targets met is also analyzed as an important metric before rolling the monitors over for
the upcoming fiscal year.
Table 7R2-1 College Monitor Targets Met
Year
2009
# of College Monitor Targets
Met
3 of 9
2010
5 of12
2011
5 of 12
Indicators Met
Graduation Rate, Placement Rate, Bond Rating
Employer Satisfaction, Placement Rate, Organizational Climate, Bond Rating, Continuous
Improvement Rating (CIR)/# of Surveys
Placement Rate, Org Climate, Bond Rating, Cost per FTE, CIR Rating/ # of Surveys
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The College completed twenty-one PIT events since inception. The PIT event is focused on
making improvements that reduce steps in processes. That is accomplished by accurately
portraying the current process through a flowchart or documentation, identifying non-value
added steps, and developing a new flowcharted/documented process.
In an effort to ensure the new process stays
intact, i.e., prevention of setbacks,
deterioration of the new process, or reverting
back to old ways, team leaders are asked to
review the process and documentation with
team members on an annual basis. These
reviews are completed for a minimum of two
years. Of the 14 PITs eligible for an annual
review in 2011:
 3 processes were changed, making
permanent changes
 9 processes remained intact
 4 noted quantitative results based on
metrics.
 Other PIT review results were anecdotal
reports of progress
Figure 7R2-1 Process Improvement Team
Results
Cumulative Effect of PITs:










Sixteen clarified roles
8 new/simplified policies
46 process steps reduced
2 forms reduced
1576 staff process hours saved
6 customer wait days eliminated
$4,225 in current expenses
saved
86 staff involved
19 staff completed the Lean
Office Certificate
155 staff took one or more of
the courses.
Staff continues to use the Campus Quality Survey as a result for process effectiveness. The
comparison of 2007 to 2010 shows that the College has made great gains in shifting cultural
opinion around data measurement and analysis. There were gains made in every question in
this category from the previous survey, with the greatest improvement seen in “Quality
Improvement Tools and methods are used to regularly solve problems”, and “This institution
analyzes all relevant data before making decisions”. Survey will be administered and assessed
in 2013 for all staff, and rotation cycle is being discussed so more frequent feedback can be
gathered.
Figure 7R2-2 Campus Quality Survey Measurement and Analysis Result
7R3 Results Comparisons
Part of previous feedback cited lack of benchmark or comparison data as an opportunity.
Concerted efforts have been made to find and incorporate these comparisons. The College
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uses WILM data because we share systems and processes. National, WTCS and other 2-year
colleges‘ data on Student Satisfaction Inventory (Table 6R2-1) and Campus Quality Survey
(Figure 5R3-1) is also compared and analyzed.
Figure 7R3-1 WILM Usage Patterns
7I1 Recent Improvements
The process improvement model has been very effective for the College. One challenge was in
the one-week time commitment to serve on a team. The Process Improvement Team Steering
Committee leaned the process improvement model from a 5-day to a 3-day event (June 2011).
To date, the revised event model has been utilized with four PITs and one mini-PIT (a PIT within
a department rather than college-wide) successfully. The PIT manual was also reduced from a
thirty-page to a ten-page document (September 2011, 12th revision) to reflect and compliment
the revised Process Improvement Model.
The College, along with the WILM consortium, continues to improve use of monitoring metrics.
In the last 2 years, audit reports have been used to track system availability, usage, and
integrity by analyzing data from multiple systems. Reporting results allow WILM teams and
leadership to make informed decisions and also see training opportunities through usage
patterns.
A mandated report request form was implemented in 2012. This ensures requests meet
standards and priorities of the College.
7I2 Culture and Infrastructure Involvement in Process Improvements
The College‘s culture strongly supports forming teams to focus on improving performance when
issues arise. Continuous improvement model thinking has been infused throughout the
organization—from leadership to staff and vice-versa. Through use of cross-functional teams,
collaborative opportunities on strategic and operational projects and PITs process improvement
items are brought to the forefront and addressed. Following a model, targets are set and
progress tracked. Strategic project teams also set targets as they fill in their project charter.
A WILM collaborative initiative was the student tracking funnel-–tracking students from inquiry to
admit to apply to registration. Cross-functional teams from the three colleges came together to
lay the framework, brainstorm, and initiate discussion around this common need. This
improvement will lead to a better understanding of student‘s needs and trends as they move
through the funnel, as well as strategies to help students meet their goals.
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Category Eight: Planning Continuous Improvement
Category Introduction
Currently, the College has three levels of developed plans: Strategic, Master, and Annual. All
plans align with the strategies in the Strategic Plan. The Strategic Plan provides direction for the
Master and Annual Plans. Key Performance Indicators are identified and monitored for each
strategy, with measures monitored and evaluated by the Leadership Team. Progress on goals
and key performance indicators are communicated to staff through the College‘s Project
Management System, President‘s updates, and mid/end of year reporting.
The Annual Plan and Budget is an aligned process. The goals for the Annual Plan align with the
strategies of the Strategic Plan and the Board‘s Guideline and Ends policies. Annual plan and
goals develop and drive budget processes. Plans are created through environmental scan data,
quantitative and qualitative results from key processes, feedback from employers, and staff
input.
Master Plans within the College range between systematic and aligned. The Facility and IT
Plans focus on long range strategies and processes, whereas the other areas are working to
develop a comprehensive plan.
Broadening staff involvement in the planning process will be a focus for the College in the
coming year. The Strategic Plan will be updated in early 2013 and will be overseen by a broadmember Steering Team. The College has recently developed a systematic Academic Master
Plan that focuses on the priorities of the Instructional area and the areas that support
instruction, such as IT, Marketing, Student Services, Facilities, and Administration.
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8P1 Key Planning Processes
The College‘s key plans include: Strategic Plan, Master Plans, and the Annual Plan. The plans
are updated through the planning process (Figure 8P1-1). The design of the College‘s planning
process ensures a learning organization focused on community needs and continuous
improvement in all aspects of the College. The process contains multiple steps. The feedback
step includes input from the Systems Portfolio Feedback, Community Forums, Staff and Student
Survey results, environmental scan, and year end results. Feedback and input is collected
annually from specific sources, and every 3 years broader sets of input are collected.
Feedback is reviewed by the Steering Committee that includes the Leadership Team, Deans,
and various staff throughout the College. The team analyzes input and feedback and develops
action plans. After action plans are identified budgets are allocated through the annual budget
process. If emerging issues arise throughout the planning process, the Emerging Issues
Committee provides recommendations to adjust the Strategic Plan and Action Plans.
The final step of the planning process includes monitoring of results. Annually, the Leadership
Team, Emerging Issues Committee, and the AQIP Committee review the results and develop
recommendations (if needed) to adjust the plans.
Figure 8P1-1 Planning Process
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The Strategic Plan: Envision 2015
The Strategic Plan serves as a charter and reference of authority to direct the College in
achieving its mission, vision, values and guiding principles. The framework is built upon
community input and workforce trends gathered through the planning process. Input is received
via focus groups, advisory committees, staff, input to organizational leadership, and surveys.
The Strategic Plan includes four key strategies, each supported by goals.
Strategy 1: Envision Future Workforce
Design programs that prepare students to meet industry sector needs
 Goal 1: Implement future-focused programming
 Goal 2: Enhance experiential learning
 Goal 3: Expand access to education and training resources
 Goal 4: Create capacity to support programming
 Goal 5: Attract students to career paths provided by technical education
Strategy 2: Envision Student Success
Help student achieve their goals
 Goal 1: Design Educational Pathways
 Goal 2: Expand student engagement
 Goal 3: Implement authentic assessment and technical skills attainment
 Goal 4: Provide greater access to financial resources
Strategy 3: Envision Partnerships
Expand alliances to fulfill our mission
 Goal 1: Build and leverage relationships
 Goal 2: Engage Advisory Committees
 Goal 3: Nurture relationships with alumni
Strategy 4: Envision Excellence
 Goal 1: Cultivate organization talent
 Goal 2: Deploy adaptable, easy to use systems
 Goal 3: Expand efforts in continuous quality improvement
 Goal 4: Demonstrate commitment to environmental sustainability
Annual Action Plan and Budget
The College‘s annual plan represents the priority actions for the fiscal year to accomplish the
goals in the Strategic Plan. The Board annually sets the budget parameters and guidelines
which reflect local control and fiscal responsibility while addressing community needs. The
annual action plan reflects the Strategic Plan and Board guidelines to accomplish the following:
• Implement new programs and create capacity to meet industry sector needs.
• Expand access of education and services to students and communities.
• Help students achieve their goals through coordinated services in the Student
Resource Center.
• Continue efforts to improve retention and transition.
• Work with partners to serve the culinary industry and to develop educational pathways.
• Focus on process improvement and organizational quality.
The annual plan is managed through the Project Management System.
Department, Master, and Annual Plans: Department goals and Annual Plans are filtered to
create a Master Plan. Goals are reflected in the annual plans submitted by the Vice
Presidents and Directors of Facilities, IT Services, Instructional Services, Workforce
Solutions, Advancement, Marketing and College Relations, and Human Resources.
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a. Facility Master Plan: This is a multi-year planning document that helps the College
make the best use of its resources through long-range planning to meet current and
future student and community needs. The plan supports the instructional plans of the
College as defined through the instructional master plan
b. Technology Master Plan: This is a multi-year planning document that supports the
College‘s and Instruction‘s strategic goals.
c. Instructional Master Plan: Identifies future programming that meets the needs of
prospective and current students and current and future employers, through the design,
development, and delivery of quality programs, courses, and educational services.
d. Workforce Solutions Annual Plan: The Workforce Solution department‘s priorities
focus on contract training, Workforce Advancement Training Grants (WATG), seminars,
entrepreneurship services, and Workforce Investment Act Case Management.
e. Student Success Annual Plan: The student success annual plan focuses on strategies
to increase student success in the classroom.
f. Advancement and Alumni Annual Plan: The Advancement Office has developed
priorities for two groups of supporters; the community at large and past graduates.
g. Marketing and College Relations Annual Plan: The College‘s public communication
strategies, tactics and materials are developed through the Marketing and College
Relations department. The primary goal of Marketing and College Relations is to ensure
a positive public perception, as well as to create awareness and interest in the College‘s
products and services. Activities are managed in accordance with the mission, vision,
and strategic plan, as well as in support of the College‘s annual plan.
h. Human Resource Annual Plan: The Human Resource department provides quality
services and information to employees in a friendly, accurate, consistent, timely, and
confidential manner. Overall administration, coordination, and evaluation of employees
are carried out by Human Resources. The department‘s annual plan is reflected in the
Envision Strategic Plan: Cultivate Organization Talent.
8P2 Short- and Long-term Strategies
The College selects short- and long-term strategies through the Strategic Planning and Action
Planning phase of the planning process. The LT selects the strategic projects and priorities for
the coming year after reviewing action plans and other internal and external inputs.
Inputs into the selection of the short- and long-term strategies include:

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
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

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
Mission, vision, and WTCS initiatives
LTC Board linking activities
Board Monitoring Reports (5P2)
College and department monitors
AQIP Systems Portfolio feedback
Community Forums
Workforce Program Planning (Figure 3P5-1)
Environmental Scan Report
Organizational assessment tools like the Campus Quality Survey and faculty and staff surveys on
priorities.
Annual planning inputs
External stakeholder feedback
Year-End Results
Advisory Committee
Educational Planning (deans and faculty)
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Advisory committees meet twice each year, and identify critical workforce needs and include
student representation. Deans and faculty develop annual educational plans which will include
advisory committee recommendations.
8P3 Key Action Plans
Semi-annually, the Board reviews the Ends Policies (Table 5P2-1) and the overall direction of
the College, as part of the President‘s evaluation. In summer, the Leadership Team reaffirms
the strategic plan to ensure that long-term strategies align with the College mission and vision
based on inputs from the Board, WTCS and WILM initiatives, and staff and stakeholder surveys
and feedback.
The College develops key action plans annually to support the institutional strategies (Figure
8P1-1). Managers and staff identify goals that support the strategic plan within their
departments. Faculty, Deans, and program advisory committees identify needs and plans for
programs following the educational planning process. Managers prioritize the plans and finalize
monitors with supervisors at the EPR. Managers update the plan based on funding decisions
and goals. After action plans are developed, staff incorporate goals and targets with their
manager.
8P4 Aligning Planning Processes, Strategies, and Action Plans
Alignment of plans across the organization is managed through the EPR process. Each
employee‘s performance evaluation integrates the strategies and plans of the respective
department as illustrated in Figure 8P4-1. Developed plans include assignment of goals to staff
and are deployed throughout organization through the Goal Deployment Process (Figure 5P2-1)
Figure 8P4-1 Planning Visual
Faculty and instructional staff members have an additional process at the academic program
level. Educational Plans, or Ed Plans, are created which filter into the division plan, which roll up
to the Instructional Master Plan (Figure 8P4-1). Advisory Committee input is also reflected in the
Ed Plan by program.
The WTCS Quality Review Process (QRP) results and improvement plans are reflected in the
Ed Plans aligning this statewide initiative (QRP) to provide additional input for plans.
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8P5 Objectives, Measures, and Performance Targets
Annual plans and targets are set by the Leadership Team as part of the planning process.
(8P1). Measures are identified based on the mission and goals of the strategic plan. Annual
targets are set based on past results, comparative data, and leadership discussions on how to
advance the College mission and goals. These targets are often stretch goals.
The monitoring system identifies individual and department goals and managers select
indicators that will provide key data on performance (Table 8R2-1). The process of building the
annual monitor with targets requires communication, past results, and comparative data.
Comparative data is based on WTCS Colleges, national organizations that provide industry
standards and benchmarks, IPEDS data, and historical trends when external data is not
available. Definitions of measures, sources, comparative sources, and timelines are identified
on a definitions document that accompanies this monitor. The College and department monitors
are updated biennially. Individual performance monitor goals align to the goals of the College
Monitor.
8P6 Strategy Selection and Action Plans
Department and division action plans are linked to strategic directions, and developed based on
availability of human and financial resources, facilities, employer needs, accessibility,
affordability, program health, and the costs to develop, implement and maintain over time
(CC5A-3). LT allocates resources to support approved strategies and align action plans through
reallocations, new development dollars, or strategic investments. Budgets are established to
implement action plans. Cross functional teams are created to support the strategies and action
plans. The instructional master plan drives the facilities and technology master plans. Priorities
for facility and technology requests are based on instructional needs and priorities from the
strategic plan. The College budgets resources annually for new development with the priority
given to new instructional programs. Additional resources needed to fund instruction are
reallocated from other areas that have a lower priority or from additional revenue sources such
as grants (CC5A1,2). Training needs are identified and addressed through the EPR and
educational planning process (CC5A4).
Budget process guidelines are distributed to managers at the start of the plan and budget
process. These guidelines include priority ranking that are used with the division/department
planning, new development approval, and the annual plan processes. Various financial reports
are produced monthly to monitor expenses and reallocate resources during the year if
necessary (CC5A5). The Budget Core Team meets quarterly with the Instructional Leadership
Team to review and monitor program budgets.
The College is positioned to respond quickly to community needs. When new opportunities
emerge that benefit local workforce and economy, the Leadership Team accommodates the
priority through reallocation without sacrificing pre-established strategic plans. Mid-year
changes and opportunities are evaluated by the Leadership Team and if approved the budget is
modified. If the changes are a significant investment, Board approval is needed. The flexible
budget and planning process allows for multiple layers in the organization to reevaluate
operational budgets to reallocate resources for emerging opportunities.
8P7 Assessing and Addressing Risk in Planning
The College assesses risk in four major areas:
 Assessing risk for proposed programs: WTCS and the College have defined new
development processes which involve assessing several risks to ensure the program
has viability in terms of potential student market, employment opportunities for
graduates, and fiscal responsibility for the College (Table 1P3-1).
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


October 2012
Assessing risk of existing programs
o Program Health Process: Program Health is a two-level process to assess the
strengths and weaknesses of programs at Lakeshore Technical College through
a data tool. The Level 1 analysis uses student success data, FTE, and job
projections data (Figure 1P14-1).
o Inter-district enrollments: WTCS data report on students leaving the district to
access the same programs elsewhere which indicate problems with accessibility
to students residing in certain areas within the district.
Assessing financial risk: The College monitors key financial indicators as part of the
budget and planning process (Tables 6R3-4 and 6R3-5).
Assessing other risk: Additional student indicators are monitored at regular intervals.
Risk is addressed by analyzing the results of the previous processes. Response is reflected in
the next planning cycle or through the emerging opportunities process.
8P8 Changing Requirements and Impact
The EPR is used as a staff development and planning process that aligns staff goals with
mission, vision and strategic plan. It is designed to ensure continuous improvement in all facets
of operations and provide high quality, life-long learning opportunities. The success of the
performance review depends on the following key characteristics: high levels of employee
participation, management support, analyzing and solving problems, and goal setting. As a
learning college, staff development and review is an ongoing process. Formal discussions take
place during the EPR related to organizational strategies and plans. Training needs are
identified during the EPR process and reviewed between managers and staff.
In-service events, held three times each year, serve as a valuable tool to provide motivation,
recognition, and training and information sessions. A satisfaction survey is deployed
immediately following each in-service.
Each department or division has a budget for staff development. Faculty is required to fulfill
eight days of professional development each year, and support staff is required to meet a
minimum of 12 hours of professional development annually. All activities are offered with the
intent of developing a workforce capable of responding to a changing and challenging
environment.
8R1 Measures of Effectiveness
Quantitative and qualitative measures of the planning process are collected regularly, which
include:




Table 8R2-1 Year End Strategic Project Report
Table 8R2-2 Mid-year Strategic Progress Report
Table 8R3-1 College Monitor
Table 8R3-2 Instruction Monitor
8R2 Performance results
Below is the 2010–2015 Strategic Plan along with the 2011-12 annual goals and results.
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Table 8R2-1 Year-end Strategic Project Report
Strategic Plan
2011-12 Annual Plan
and Strategies
1. Future
 Lakeshore Culinary Institute
Workforce
 Enhance Experiential Learning
Design programs
 LTC-Plymouth Science and
that prepare
students to meet
industry sector
needs.
2. Partnership
Expand alliances
to fulfill our
mission.
3. Student
Success
Help students
achieve their
goals.










4. Excellence
Create a culture of
quality, innovation,
and respect to
strengthen the
College.


Results




Technology Center
**AQIP Action Project**
Educational Pathway Design
Pilot Open Education
Create Environmental Campus

Develop Alumni Relations
Program
Implement Workforce Solutions
Sales Model


**AQIP Action Project** Student
Retention
**AQIP Action Project**
Program Summative
Assessment Phase 2
Develop Student Success Model
Implement Student Resource
Center
Minority Recruitment &
Retention


Website Master Plan and
Redesign Phase 2
Unified Communication












15 Software Learning Center courses offered
nd
Culinary 2 trimester began with 12 students.
22 secondary teachers attended training.
17 students attended the welding training boot
camp
21 students attended the machining training
boot camp
906 members with contact information.
Alumni members reside in every state in the
US, except Wyoming and West Virginia.
Met revenue goal of $1.7 million in sales.
$360,000 in net revenue.
135 companies served.
Improved student retention by 4.31%.
Contacted 440 non-returning students assisted
25% in re-enrolling in that week.
23 of 29 programs completed Phase 2
summative assessment.
Library served approx. 790 users each month.
2100 hours of tutoring provided.
Offered 9 student success workshops with 111
attendees.
Increased Minority Course completion rate from
61.8% to 78%.
Launched new microsites for 60 undergraduate
programs.
Created content for over 300 pages.
Implemented student blog.
Developed a mobile application.
Table 8R2-2 shows the 2010–2015 Strategic Plan along with the 2011-12 annual goals and
progress. Mid-year accomplishments are reported on all strategic projects.
Table 8R2-2 Mid-year Strategic Progress Report
Strategies
1. Future Workforce
Design programs that
prepare students to
meet industry sector
needs.
2011-12 Annual Plan
Educational Pathways
Design
S

Progress
Course capacity decreased by 3.63%.
6 educational pathways drafted and being reviewed by high
schools.
Restaurant on target to open fall 2012. Program will start
May 2012.
Culinary Institute

Enhance Experiential
Learning
Environmental Campus


Greenhouse and land purchase for the Environmental
Campus completed fall 2011.
LTC-Plymouth Science &
Technology Center Phase 2

18 courses for spring 2012 (LTC-Plymouth Science and
Technology Center).
Pilot Open Education
Experiential Learning definitions and process drafted.
WTCS approved Open Education initiatives fall 2011.

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Strategies
2011-12 Annual Plan
2. Partnership
Expand alliances to
fulfill our mission.
3. Student Success
Help students achieve
their goals.
S
Future Focused
Programming

Develop Alumni Relations
Program

Implement Workforce
Solutions Sales Model

Program Summative
Assessment Phase 2
Student Retention Phase 2
4. Excellence
Create a culture of
quality, innovation,
and respect to
strengthen the
College.
October 2012
Develop Student Success
Model
Implement Student
Resource Center
Minority Recruitment and
Retention
Unified Communication
Website Master Plan and
Redesign Phase 2





On
Hold

Progress
Horticulture program started fall 2011.
Healthcare Technician program started fall 2011.
Created a program to engage alumni participation as
volunteers, mentors, and future donors.

Contract Sales process is mapped and specific duties are
assigned in that process.
Training Directors have been assigned key accounts as the
single point of contact.
677 community education students served.
Developed 22 programs with assessment.
Improved student retention by 4.33%.
Lower admits are indicators of fall 2011 enrollment levels,
and reduction in dislocated workers.
Remodeling of the Library completed fall 2011.
Minority enrollments are up 2%.
Unified Communication project is on hold as of fall 2011.
Consumer information and gainful employment disclosures
are integrated.
=AQIP Action Project
8R3 Projections and Targets for Performance of Strategies
The College‘s projections of performance for strategies and action plans over the next one to
three years are shown on the College monitor by current year and the 2014-15 targets, and on
the strategic project monitor for the current year. Monitors include two previous years of
performance data. Results highlighted in yellow are in the ―watch‖ category. Lower FTE‘s from
2011-12 resulted in a Taskforce 3000 Committee that is developing strategies to help achieve
the 2014-15 target of 3,000 FTEs.
Table 8R3-1 College Monitor
Ends
Workforce
Accessibility
and
Affordability
Key Indicator
2009-10
Results
2010-11
Results
2011-12
Results
Comparison
2014-15
Targets
FTE/Enrollment
2660/14,159
2517/13,238
2252/13,817
2298/11,851
3,000 FTE
Employer Satisfaction
3.44
3.64
3.49
3.70
3.65
Placement Rate/In-District
Placement
81% / 78%
81% / 74%
82% / 70%
88% / 63%
85% / 76%
Workforce Solutions Revenue
$1,307,147
$1,679,334
$1,708,826
$1,827,259
$2,000,000
Semester-to-Semester
Retention
75.05%
79.36%
77.57%
76.07
80.00%
Graduation/Retention/Transfer
69.26%
70.37
69.65
71.59%
72.00%
High School Graduate
Transition
15.68%
16.97%
14.49%
23.57%
20%
Average Aid Awarded
$4,221
$4,928
$5,905
$4,810
$5,000
Cost Per FTE
$11,768
$12,828
$13,360
$12,652
<$13,000
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The College monitor assesses the overall health of the College, and department monitors
assess the health of each department. Key Indicators on department monitors directly impact
key indicators on the College monitor.
Table 8R3-2 Instruction Monitor
Essential Duties
&
Responsibilities
Instructional
Leadership
2009-10
Results
2010-11
Results
2011-12
Results
Comparison
2014-15
Targets
FTEs
Enrollments -unduplicated
2660
14,159
2517
13,238
2252
13,817
2114
3000
14,300
Course Completion
74.19%
72.22%
83.64%
75%
75%
4.25
4.25
4.26
NA
4.25
49%
36%
47%
N/A
40%
3.44
3.64
3.49
3.50
3.65
25
26
17
N/A
20
47%
47%
42%
58%
45%
Key Indicator
Course Feedback Satisfaction
Percent of Offered Program Courses
available in Flexible Learning Option
Partnerships
Manage
Resources
Status Key:
Employer Satisfaction
Faculty Workload
Percent of offerings less than 75% of
enrollment capacity (10, 30, 31, 32, 50)
Alert
Watch
On
Target
8R4 Comparative Results
Since the last portfolio submission, the College has sought comparative data. Informal comparisons
can be made through discussions at state called meetings such as the Institutional Research
Council (IRC). We compare results with other WTCS colleges, compare with national norms and
benchmark groups using IPEDS data, and through the Campus Quality Survey responses (Figure
5R3-1). This survey will be administered again in spring 2013. Program level results are compared
to national benchmarks through program accreditation processes.
8R5 Evidence of Effectiveness
The final step of the planning process (Figure 8P1-1) provides the opportunity for the College to
evaluate results of planning process and accountability of indicators. Finally, the results of monitored
activities themselves attest to the success of the planning process by communicating to the College
that activities were relevant, well planned and executed, with results that lead to decisions and
solutions.
8I1 Recent improvements
Since our last system‘s appraisal, the College implemented the following improvements in the
planning process:





Master plans for critical departments such as Instructional Technology, Facilities and Instruction.
Improvements in communication on progress and results through Project Showcase.
Monthly strategic projects monitor reports distributed at each project showcase and posted in
each department so all staff can see the objective, project manager, project dates, visual status,
and percent complete.
Implementation of The Bridge, includes Key Performance Results and a planning process site.
Budget and Process Improvement Team project completed in 2009.
8I2 Culture and Infrastructure Involvement in Process Improvement
The College has a team environment with multiple opportunities at various levels for involvement.
Many inputs feed into the dynamic planning process allowing all levels of representation, internal
and external, to voice opinions and present ideas. There is a bottom-up, top-down continuum of
idea generation, goal setting, and plan development that is apparent in the organization.
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Category Nine: Building Collaborative Relationships
Category Introduction
The processes in Building Collaborative Relationships are moving more towards systematic and
aligned. While reactionary in the early 2000‘s, the College dedicated resources to create a
sustainable plan with repeatable processes for relationship development within the
community. The past two Strategic Plans included initiatives to improve relationships: Engaging
the Community (2005) and Building Partnerships (2010). One outcome of the 2005 Plan was
the High School Relations Plan that shifted staff duties from recruitment to relationship-building.
A result of the 2010 Strategic Plan was the AQIP Action Project Designing Educational
Pathways. The scope included a focus on the process to build and implement curriculum
pathways with the K-12 schools. This project continues for 2012-13.
A key example of a mature process is the WILM consortium. The 14 year history of this
consortium makes it the longest running IT consortium in the WTCS system. The College in
conjunction with the two additional WTCS colleges collaborates to provide technical services.
The consortium has its own strategic plan, goals and key results.
An area for improvement is in measuring the effectiveness of processes the College has
developed. Table 9P7-1 demonstrates an extensive list of partnerships/relationships; however,
they lack key goals and quality measures associated with the relationship-building processes.
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9P1 Building Relationships with Educational and Other Organizations
The College creates, prioritizes and builds relationships with organizations based on the
strategic and annual plan goals and key performance indicator results. The Leadership Team
(LT) prioritizes partnerships that contribute to goal achievement and Strategic Plan Initiatives
(Figure 9P1-1). LTC promotes staff involvement in various community organizations and
associations (Table 9P7-2). One key input analyzed to build relationships with district schools is
an annual report which highlights data and results of the K-12 schools in the district. It serves as
a communication tool between the President and local superintendents as they collaborate to
provide opportunities for K-12 students and staff. The College also links K-12 school boards
with the LTC Board throughout the year.
The College also builds relationships with potential partners through involvement in community
activities and associations, and campus visits and tours. Relationships are nurtured through
regular communication and visits with local school advisory boards.
Figure 9P1-1 Partnership Process:
Initiation
Does the partnership or relationship
meet the established criteria?
*Align with Strategic Plan
*Require ongoing resource
commitment
*Impact key measures
Development
Partnership Plan Includes:
*Scope of partnership
*Roles and Responsibilities
*Key Performance Indicators
*Memorandum of Understanding
Implementation
Implement the partnership plan
developed.
Evaluation
Yearly review of Key Performance
Indicators.
1. Evaluate progress and set new
measures
2. Evaluate progress and dissolve
partnership
High school liaisons work extensively with the K-12 partners to ensure that needs are met and
the K-12 counselors have up-to-date pathway information to advise high school students. To
capture the effectiveness of the relationships, the High School Relations Department instituted a
satisfaction survey (Table 9R2-1) in 2011-12.
A recent high priority relationship with a high school and community is the newly built LTCPlymouth Science and Technology Center. In 2010, the College partnered with Plymouth
Comprehensive High School and local businesses to develop a training center. This relationship
became a high priority due to the geographical location of Plymouth, as it is located on the far
west edge of the district. The facility was developed through federal grant funding and
collaboration with local businesses and the city of Plymouth. The partnership created a shared
high tech manufacturing facility completed in fall 2011 and opened to the public spring 2012.
During the day high school students‘ access state-of-the art equipment to ensure the up-to-date
training. After school, the community uses these facilities through Community Education classes
offered by the College.
The College partners with the Job Centers in Manitowoc and Sheboygan Counties which house
the Workforce Investment Act (WIA), Department of Vocational Rehabilitation (DVR), Manitowoc
and Sheboygan Economic Support, and Forward Service Corporation. DVR and WIA case
managers refer potential students to education and training to enhance employability. For the
students that need high school credentials and/or remediation prior to enrolling in programs,
they can access the Colleges‘ Adult Basic Education, GED and ELL training programs directly
at LTC Manitowoc and LTC Sheboygan locations.
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9P2 Building Relationships with Educational Organizations and Employers
The College forges relationships with employers based on training needs, support of technical
education, and need for a skilled workforce. Many local employers serve on program advisory
committees, and provide direction and input on skills needed for programs, as well as input to
curriculum design. Advisory Committees help the College maintain flexible programs that
continue to meet the needs of the workforce.
Workforce Solutions training directors work extensively with companies to meet workforce
training needs which often evolve into strong relationships. The training directors analyze data
from Executive Pulse surveys to develop appropriate training to meet employer needs. The
College also uses software called OnContact to monitor relationships through tracking activity
with local employers, documenting requests and creating contracts for services. In addition, the
Training Directors also serve on industry specific committees.
The College creates and builds relationships with area employers through collaboration efforts
on student success initiatives, such as Career Day workshops, service learning and student
internships.
Relationships with educational institutions are built through articulation agreements with other
advanced degree institutions. Articulation agreement usage and subsequent degree information
is obtained through National Student Clearinghouse and is monitored by Instruction,
Leadership, and the LTC Board. Results influence The College‘s President and Vice President
of Instruction to develop new articulation agreements. The College currently has 391 articulation
agreements with 31 advanced degree institutions (Table 9R2-3).
Each semester the College invites current students and associate degree graduates to attend
the Transfer Fair, held on campus. Students can visit with representatives from four year
universities to learn how their associate degree credits seamlessly transfer toward a bachelor‘s
degree program.
9P3 Building Relationships That Provide Services to Students
The College‘s Advancement Office supports the LTC Foundation, Inc. and private-dollar
fundraising efforts campus-wide. Formed in 1976, the Foundation operates under IRS 501 (c)
(3) designations as a separate non-profit charitable organization to solicit, receive, hold and
disburse donations according to its mission. The College provides office space and staff for the
foundation which directs the foundation scholarship fund, executes both internal and external
annual fundraising campaigns and organizes the foundation golf event each June, among other
advocacy events. In addition, foundation staff coordinate and execute project-based fundraising
efforts for capital projects, program-support initiatives and student service-related programming
needs.
Partnerships with community organizations such as the Manitowoc and Sheboygan County Job
Centers are initiated because all parties involve focus on providing job services and retraining to
the community. At both LTC Manitowoc and LTC Sheboygan, staff work in proximity to the other
job center partner employees to increase opportunities for collaboration. The College and Job
Center leadership meet periodically to dialogue on joint service improvements and resource
sharing. In 2010, the College sought and was awarded the Workforce Investment Act Case
Management contract through the Bay Area Workforce Development Board (BAWDB). This
partnership allows the BAWDB Case Managers to have better access to the College‘s
resources and programs.
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The College partners with Sheboygan and Plymouth Area United Ways, which is instrumental in
increasing service-learning opportunities for students. These opportunities allow students to
practice job related skills in a real work environments.
9P4 Building Relationships with Organizations Providing Materials and Services
Outsourcing some services is a strategy that allows staff to focus on the College mission and
strategic plan. The College developed a process to help decide when to outsource a service,
based on three criteria: Does the service impact the mission statement? Does the College have
the expertise? Is it cost effective for the College to provide that service?
Currently the College outsources the bookstore, foodservice, cleaning, copy center, and the
Help Desk. The College selects vendors using a cross-functional team through a competitive
process. Annually, the contract is reviewed and evaluated against performance expectations. To
build the relationships, staff liaisons communicate with vendors. The College encourages
outsourced vendor staff to participate in training opportunities and College activities.
The College partners with healthcare organizations to allow students access to the healthcare
clinical environment for nearly all health and public safety programs. These healthcare
organizations provide facilities, patients, and support to students to develop their professional
skills.
9P5 Building Relationships with External Stakeholders
Relationships are created with the community through our Community Education offerings,
chamber memberships, and participation in community organizations. Our Community
Education district is divided into three areas: Northern Region, Southern Region and Western
Region. Community Education Liaisons whose main duties are to be visible to the community
and determine the area needs. In addition to the Community Education Liaisons, the College
employs two Multicultural Liaisons who work with organizations in the community to help
minorities transition to the College.
The College organizes and maintains representation on employer based groups and local
chambers; this allows the College to stay intimately connected with industry. Through the
partnerships with industry the College is asked to collaborate on special projects. Results of
collaborations are in (Tables 9P7-1, 2).
WILM shares resources and personnel and the in-house data center is located at Lakeshore
Technical College. This consortium provides the three smaller colleges opportunities to share
best practices and acquire technical support and services at a lower cost. WILM develops
strategic and annual plans and goals and measures key results and cost-savings for the
colleges. Annually, services are reviewed and evaluated for continuous improvement.
In 2009, a College Relations Department was formed to ensure the College is available and
visible to external partners and agencies. The Public Relations Manager connects with media,
agencies, and legislators to ensure that the community‘s needs are met.
9P6 Ensuring Relationships are Meeting Needs
Staff communicate regularly with partners through meetings, email, telephone calls, and twoway videoconference calls. They ask, ―How we are doing?‖ to ensure needs are being met. If
the partnership is formal, it is reviewed against key performance indicators. If an issue arises,
the involved staff member is responsible for resolution. The College invested in a customer
relationship management software program, OnContact, to help manage better relationship
communications and track contact.
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The College instituted Superintendents and Principal Advisory Committees. Much like the
College‘s Advisory Committees for programs, these two advisory committees allow for the K-12
partners, in a direct format, to provide input and insight. The College President maintains a
rotational schedule to meet with the superintendents of the schools in the district, as well as
scheduled visits with local CEO‘s of the businesses in the district. Meetings provide opportunity
to discuss business needs and refer potential training needs to the Workforce Solutions
Department. Executives from business and K-12 visit the College on a rotational basis for tours.
The Lakeshore Leaders series brings a CEO to campus quarterly for a visit and lunch hour
lecture open to all staff and students.
The College completes annual surveys of satisfaction with local employers and graduates. The
graduate follow up survey assess student‘s satisfaction with their education (3R2-3). The
College surveys students while they attend the College through the Student Satisfaction
Inventory which focuses on categories that range from instructional effectiveness to campus
security and safety (3R2-2). Employer satisfaction results are in Table 9R2-8.
Services provided to employers include seminars and specific contract training. At the end of
the training, a satisfaction survey is completed and feedback analyzed to ensure that employer‘s
needs are met (Table 2R2-3).
9P7 Creating Relationships with Internal Stakeholders
The College uses both formal and informal mechanisms to build relationships within the
organization. Formal meetings include:





Student Services and Instruction Area Collaboration
Management Team (includes members from the Support Staff Representative Committee
(SSRC)
Process Improvement Teams (PITs)
Student Government Association
Support Staff Representative Committee
Cross-functional training sessions, collaborative grant writing/development opportunities, and all
staff functions such as in-service, stimulate relationships and contribute to a supportive
environment. In an effort to increase communication between departments, time is reserved
during in-service for community time. This allows for informal communication and networking
between departments.
Internal communication has increased at the College with the implementation of The Bridge.
The Bridge is utilized as a document sharing site and a portal to access PeopleSoft, Cognos
(reporting tool) and electronic timesheet system (Table 7P3-1). The Bridge is monitored by the
Organizational Development staff and updated daily to ensure that accurate information is
available to staff. The President blogs and seeks feedback about important topics and updates.
The daily calendar of external guests and events is housed on the site.
The Student Services Manager and the Student Success Manager oversee and attend monthly
Student Government Association (SGA) meetings. They work with the SGA officers to enhance
the College‘s relationships with the students. The President meets monthly with the SGA
officers to solicit input and build relationships with the student body.
The Project Management system to provide systematic tracking of strategic and department
plans (Table 8R2-2). Annually, the LT identifies key projects for implementation and monitoring.
The strategic and department projects are communicated monthly through formal presentations
called Project Showcase.
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Table 9P7-1 Key Collaborative Partnerships
Category
Secondary
Education
Post-High
Education
Business
Organization
Purpose
Measure
LTC-Plymouth Science and
Technology Center
To provide high tech manufacturing
center to high school students and
community members
Number of Students Served
Project Grill and Mini-Chopper
To expose district students to
manufacturing careers
Number of participants,
transition to careers
Lakeland College/Silver Lake
To provide LTC graduates the
opportunity to complete B.S.
Degrees.
Number of articulation
agreements and students
served.
Franklin University
To help students earn B.S degrees
and save money by transferring up to
84 credits.
Number of students
transferring
WTCS Shared Programs
To provide access to programs locally
and throughout the state.
Number of students served
Nursing Associate Degree to
Bachelor Degree Completion
Program
Encourage and facilitate the transition
of A.D. Nursing Graduates to
Bachelor Degree Programs
Number of students
completing a BSN
Lakeshore Area HealthCare
Alliance
Collaborate with healthcare providers
and educators to promote growth and
diversity in healthcare. Advises on
needs and demands of healthcare
programs and graduates.
Health care labor market
demand
WILM (Business Operations)
Share resources and personnel for
technology services at colleges.
Bay Area Workforce Development
Board- WIA Case Managers
To provide educational services and
resources to residents who qualify for
workforce investment act funds.
Number of Students
Transition to Post-Secondary
Snap-On Industrial
To provide high tech automotive
equipment to students
Successful completion of
Ethos Certification
NC3-National Coalition of
Certification Centers
To provide high tech equipment to
students in the wind energy program
Successful completion of the
Torque Certificate
A consortium of schools that compile
resources to actively seek grant
money to further expand alternative
energy fields.
Monies received from grant
WERC-Wisconsin Energy
Research Center
Technology projects
implemented and help desk
tickets.
Table 9P7-2 Community Relationships
Category
PostSecondary
Education
Employers
Organization
Purpose of Relationship
Midwest Hazardous Materials Waste Site
Worker Consortium
Provide national training options for community and students.
Advisory
Inform staff of industry trends and advise on curriculum changes.
Customized Training (144)
Increase accessibility for working adults to obtain industry specific and
basic skills training.
On-site Internships
Provide hands-on industry specific experience.
WTCS - Workforce Advancement Training
Enhance economic and workforce development.
Accrediting Entities (e.g., ABA, ABHES,
ADA, AHDI, CAAHEP, JCERT, NATEF,
Associations NLN)
Higher Learning Commission
Organizations Bay Area Workforce Development Board
Ensure highest quality of educational programming; enhance value to
student credentials.
Provide accreditation; ensures continuous quality improvement.
Leverage grant resources to provide student learning opportunities;
coordinate key economic development partners.
Category Nine: Building Collaborative Relationships
112
Lakeshore Technical College
Category
October 2012
Organization
Purpose of Relationship
Chambers of Commerce
Connect with employers in the community.
Economic Development Corporations
Connect with employers and potential employers in the district
Boy Scouts of America
Provide facilities for annual Camp Jamboree
Hmong Mutual Assistance Association, Inc.
– Sheboygan
Hmong Community Center of Manitowoc
County
Human Resources Local Professional
Associations
Determine communications to increase educational opportunity
awareness; develop specialized training for Hmong populations.
Connect with employers in the community.
Job Center Partners (e.g., Great Lakes
Training and Development, Literacy Council,
Coordinate employment services to retrain workers.
Department of Vocational Rehabilitation, Job
Service)
NEW North
To harness and promote the regions resources.
Wisconsin Department of Transportation
Provide initial and remedial education for motorcycle and general
traffic safety.
Manufacturers Operations Roundtable
(Sheboygan)
Provide leadership in promoting a high-tech image of manufacturing
careers and building a skills pipeline from K-12 to college to the
workplace.
Northeast WI Manufacturing Alliance
Provide leadership and resources to connect Manufacturers to K-12
Northeast Wisconsin Education Resource
Alliance (NEWERA)
Foster regional partnerships among the public colleges and
universities in the New North to better serve the educational needs of
northeast Wisconsin.
Partners for Community Development –
Hispanic Community Program
Determine communications to increase educational opportunity
awareness; develop specialized training for Hispanic populations.
WTCS Foundation
Coordinate WIDS, federal property program, equipment distribution,
and fund projects.
Wisconsin Manufacturing Extension
Partnership
Expand training offerings to serve company needs.
9R1 Measures collected and analyzed regularly
Qualitative and quantitative measures of collaborative relationships include:






Table 9R2-1 High School Satisfaction Survey
Table 9R2-2 High School Course Enrollment and Transition Rate
Table 9R2-3 Post-secondary Articulation Agreements and Enrollments
Table 9R2-4 Scholarships and Company Donations
Table 9R2-5 Employer Satisfaction
Table 9R3-1 Number of Articulation Agreements with K-12 Schools
9R2 Performance results
To measure the services the College provides to the local high school districts, a web-based
survey was created to provide input and rate the level of service (Table 9R2-1). This survey was
deployed to local high school principals, counselors, teachers, and superintendents.
Table 9R2-1 High School Satisfaction Survey
Number of
Responses
Average Rating
How would you rate the relationship between your high school and LTC?
31
4.32/5
How would you rate the follow-up and accuracy on requests made to LTC?
32
4.31/5
Question
Table 9R2-2 and Table 9R3-1 both show an increase in the number of high school students
taking college credit courses overall, however, the percent of high school students transitioning
has decreased. This decline may be due to the lack of knowledge that high school students
have about the articulation agreements. To help map out the pathways for local students, the
College created an AQIP Action Project—Design Educational Pathways.
Category Nine: Building Collaborative Relationships
113
Lakeshore Technical College
October 2012
Table 9R2-2 High School Course Enrollment and Transition Rate
LTC High School Program Class-Takers and Subsequent Enrollment (Transition)
Criteria
2007-08 HS
Graduates
2008-09 HS
Graduates
2009-10 HS
Graduates
Mid-state Comparison
2009-10
Number of high school
students taking program
classes prior to graduation,
filtered by graduation date
237
303
301
125
High school students (from
cohort above) direct
enrolling in UGRD classes
following year
(transitioning)
59
75
55
15
24.89%
24.75%
18.27%
32.6%
Transition Rate
Percentage of students that enroll in 10, 30, 31, 32 credit course at LTC within one year after taking a 10, 30, 31, 32
course form LTC while in high school. Grad range: Sept 1 - Aug 31 following year.
The College provides opportunities for graduates to continue their education by developing
articulation agreements with other post-secondary institutions. Table 9R2-3 indicates the
colleges and universities that offer articulation agreements, the number of existing agreements,
and the number of graduates enrolled at those institutions according to a five-year longitudinal
study utilizing National Student Clearinghouse.
Table 9R2-3 Post-Secondary Articulation Agreements and Enrollments
No. of
Agreements
2005-06 LTC
Graduates
Enrollments
2006-07 LTC
Graduates
Enrollments
Lakeland College
35
24
30
UW – Oshkosh
35
14
15
Marian University
14
15
15
Concordia University
7
6
10
UW – Milwaukee
2
4
9
University of Phoenix
35
1
8
UW – Madison
1
0
7
UW - Green Bay
35
4
5
Milwaukee School of Engineering (MSOE)
1
3
5
UW – Stout
35
8
4
Marquette University
2
1
3
UW - Stevens Point
1
1
2
Franklin University
12
1
2
UW - Whitewater
1
0
1
UW - Eau Claire
1
1
1
Cardinal Stritch University
14
3
1
Alverno College
1
0
1
UW-Superior
1
0
0
UW - River Falls
1
0
0
UW – Platteville
2
0
0
Colleges/Universities with Articulation
Agreements
Category Nine: Building Collaborative Relationships
114
Lakeshore Technical College
October 2012
No. of
Agreements
2005-06 LTC
Graduates
Enrollments
2006-07 LTC
Graduates
Enrollments
UW – Parkside
1
1
0
Upper Iowa University
35
0
0
Thomas Edison State College
1
0
0
MSOE Radar School of Business
9
0
0
Mount Mary College
1
0
0
Capella University
35
0
0
Bellevue University (new 2012)
35
0
0
*Silver Lake College
35
unknown
unknown
391
87
119
Other 4 Year Colleges/Universities
17
27
Other 2 Year Colleges
90
47
Other WTCS Colleges
12
43
Grand Total Subsequent Enrollments
206
236
Colleges/Universities with Articulation
Agreements
Articulation Totals:
Credit and noncredit courses are offered at community outreach centers to meet the needs of
area residents. A long-term goal is to have residents personally benefit from classes and
transition a percentage of residents to programs. A recent approach has been to offer services
and classes at three regional centers: Plymouth, Two Rivers, and Cedar Grove. This allows the
College to better serve the regions north, south, and west of the campus. Courses will still be
offered at all 15 sites, but the continued focus will be to dedicate resources to the regional
centers.
Scholarships continue to help make education affordable and accessible to students (Table
9R2-4). Initiatives are in progress to increase the dollar amount available to support students. In
2008 the Foundation Board consisted of 6 members, and with the additional staff the
Foundation Board now has 16 members. The decrease of company donations in 2010-11 was
due to staff turnover in the Advancement Office.
Table 9R2-4 Scholarships and Company Donations
Students Served
Total Dollar Amount
Average Award per Student
Company Donations
2008-09
106
$68,214
$644
$95,171
2009-10
134
$79,238
$591
$388,485
2010-11
108
$74,195
$687
$101,770
2011-12
108
$63,316
$586
$453,852
The College annually surveys employers on their satisfaction of recent graduates. The College
has remained consistent with scores ranging from 3.4-3.6 out of 4 points.
Table 9R2-5 Employer Satisfaction
2009-10
Very
Satisfied
26 (41%)
2010-11
2011-12
2009-2011 Employer Satisfaction Results
Total
Very
Satisfied Unsatisfied Unsatisfied Responses
Overall
Satisfaction
33 (52%)
4 (6%)
1 (2%)
64
3.44/4.0
14 (64%)
8 (36%)
0
0
22
3.64/4.0
41 (53%)
32 (42%)
4 (5%)
0
77
3.49/4.0
Category Nine: Building Collaborative Relationships
115
Lakeshore Technical College
October 2012
9R3 Results Comparison
Table 9R3-1 lists the number of signed articulation agreements with school districts. These
agreements allow students to earn college credit while attending high school. The K-12
articulation agreement initiative supports efforts to increase the number of high school
graduates who attend directly from high school. Comparative data is included with information
from our consortia school. The College works to develop more articulation agreements with the
K-12 school districts as part of its Envision Partnerships and Envision Student Success
Strategies and goals.
Table 9R3-1 Number of Articulation Agreements with K-12 Schools
School
Year
2006-07
2007-08
2008-09
2009-10
2010-11
Lakeshore
Technical
College
Advanced
Standing
Agreements
83
82
153
162
171
# of
Students
enrolled
604
753
1,831
2,170
2,333
Lakeshore
Technical
College
Transcripted
Credit
Agreements
7
11
12
26
24
# of Students
Enrolled
Mid-State
Technical
College
Advanced
Standing
Agreements
Mid-State
Technical
College
Transcripted
Credit
Agreements
58
50
50
43
3
10
18
33
27
73
141
208
352
9I1 Recent Improvements
Current processes and systems are improved through obtaining feedback, analyzing results,
reviewing contract performance criteria; targeting specific relationships or aspects of
relationships for improvement; developing and implementing plans; and allocating resources to
strengthen relationships. Staff reviews collaborative relationship-building initiatives at
department meetings, program advisory committee meetings, EPRs and through individual
contact with community members.
Major improvements have been highlighted throughout this section, which include:






Implementation of the Project Management System.
Coordinating Internships/Service Learning.
Hiring of a Public Relations Manager to better serve the community.
Implementing The Bridge.
Hiring of additional staff to coordinate and direct the College Foundation.
Hiring WIA Case Managers as College employees.
9I2 Culture and infrastructure involvement
Staff are involved in continuous improvement through PIT events, department and crossfunctional teams, as well as individual efforts as identified through the EPR process.
Improvements are communicated to stakeholders through direct dialogue, phone calls, and
email. Communication with students is conducted via SGA meetings, student club meetings,
direct email, posters, and paper-based communications located throughout campus, closed
caption television, and text messaging system.
Category Nine: Building Collaborative Relationships
116
Lakeshore Technical College
October 2012
Appendix A: Acronym List
ABA
American Bar Association
ABE
Adult Basic Education
ABHES
Accrediting Bureau of Health Education Schools
ACT
American College Testing
ADA
Americans with Disabilities Act
ADA
American Dental Association Commission on Dental Accreditation
AEFL
Adult Education and Family Literacy
AHDI
Association for Healthcare Documentation Integrity
AQIP
Academic Quality Improvement Program
ASE
Adult Secondary Education
BAWDB
Bay Area Workforce Development Board
BIT
Behavior Intervention Team
CAAHEP
Commission on Accreditation of Allied Health Education Programs
CCSSE
Community College Survey of Student Engagement
CLT
Crisis Leadership Team
CMA
Certified Medical Assistant
CNC
Computer Numeric Control
CQIN
Continuous Quality Improvement Network
CRM
Customer Relationship Management
DACUM
Development A Curriculum
DOE
Department of Education
DVR
Department of Vocational Rehabilitation
DWD
Department of Workforce Development
EAP
Employee Assistance Program
ELL
English Language Learner
EMSI
Economic Modeling Specialist Incorporated
EPR
Employee Performance Review
FTE
Full-Time Equivalent
GED
General Education Development
HLC
Higher Learning Commission
HR
Human Resources
HSED
High School Equivalency Diploma
ILT
Instructional Leadership Team
IPEDS
Integrated Postsecondary Education Data System
IRC
Institutional Research Council
IT
Information Technology
ITV
Instructional Television
JCERT
Joint Review Committee on Education in Radiologic Technology
LEA
Lakeshore Educational Association
LT
Leadership Team
LTC
Lakeshore Technical College
MES
Management Effectiveness Survey
Appendix A: Acronym List
117
Lakeshore Technical College
MSTC
Mid-State Technical College
NATEF
National Automotive Technicians Education Foundation
NCA
North Central Association of Colleges and Schools
NEW
Northeast Wisconsin
NLN
National League for Nursing Accreditation Commission
NTO
Non-Traditional Occupation
ODC
Organizational Development Center
PEP
Personal Education Plan
PIT
Process Improvement Team
PV
Photovoltaic
QRP
Quality Review Process
R&P
Research and Planning
SGA
Student Government Association
SHRM
Society for Human Resource Management
SSI
Student Satisfaction Inventory
SSL
Secure Socket Layer
SSRC
Support Staff Representative Committee
STEM
Science Technology Engineering and Math
TSA
Technical Skill Attainment
UW
University of Wisconsin
VITA
Volunteer Income Tax Assistance
WAT
Workforce Advanced Training
WATG
Workforce Advanced Training Grant
WEA
Wisconsin Education Association
WIA
Workforce Investment Act
WIDS
Worldwide Instructional Design System
WILM
Wisconsin Indianhead, Lakeshore, and Mid-State Technical Colleges
WITC
Wisconsin Indianhead Technical College
WLDI
Wisconsin Leadership Development Institute
WTCS
Wisconsin Technical College System
WWHEL
Wisconsin Women Higher Education League
Appendix A: Acronym List
October 2012
118