Richland College
The Role of Leadership and
Culture in Richland College’s
Baldrige Journey
Michigan Community College Assn
October 7, 2011
Stephen K. Mittelstet, Ph.D.
President Emeritus
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Overview
 Richland and DCCCD Profiles
 Role of Leadership and Culture
 Richland’s Baldrige Journey
 Lessons Learned
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Richland College
 Largest of Seven DCCCD Separately
Accredited Colleges
 Serves 20,000 Students
 Highly Diverse Students
132 Countries, 79 Languages
 1,500+ Faculty and Staff
 Operating Budget $56 Million
 2005 MBNQA Recipient
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Dallas County Community College District
Parent Organization
 Largest Texas Public Undergraduate
Institution
 Seven Member Elected Board of Trustees
 Serves 73,000+ Students
 8,450+ Faculty and Staff
 Operating Budget $481 Million
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Richland College
Vision
Richland College will be the best place we can be to
learn, teach, and build sustainable local and world
community
Mission
Teaching, Learning, Community Building
ThunderValues
Integrity, Mutual Trust, Wholeness, Fairness,
Considerate, Meaningful Communications,
Mindfulness, Cooperation, Diversity, Responsible
Risk-Taking, and Joy
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Richland College
Philosophy
We believe . . .
whole people
authentically engaged in mind-spirit-body
best learn, teach, serve, and lead
In individually connecting soul to role
values-based culture
each contributes to nurturing the whole organization
creating whole communities
whole, healthy planet
We commit . . .
to achieving exceptional performance results
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Role of Senior Leadership
 Inspire a Shared Vision
“Know the Goal”
 Focus and Align to Mission, Vision, Values
“Connect the Dots – What, Why, How, When”
 Focus Resources on Key Priorities
“The Strategic Few”
 Invite all on the Journey
“Becoming an Exceptional Organization”
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Creating and Nurturing
the Thunderduck Culture
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Whole Person Whole Organization
Values Based Behavior
Performance Improvement Focus
Celebrate Diversity
Encourage Innovation
Engage Faculty and Staff
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Senior Leaders’
Commitments at Richland
 Consistently Model the ThunderValues
 Be Visible, Accountable, and Transparent
 Seek Input and Communicate
 Balance Support and Challenge
 Hire to the Culture
 Be Advocates for Student Success
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Leadership In Action
 ADLI Learning Cycles
 Monthly Report Card Reviews-Thunion
 Data-Informed Decisions
 Turning to Wonder
 Improving not Proving
 Focus on Exceptional Student Learning,
Not an Award
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Building a Whole PersonWhole Organization
Environment for High Performance
Key Factors
Objectives
• Thunderduck
Culture
• Align to Mission,
Vision & Values
• Selection & Hiring
• Employee
Satisfaction
• Employee
Engagement
• Awards &
Recognition
Performance
Measures
• Passionate,
Committed Employees
• Higher Performance
• Professional
Development
• Employee Retention
& Advancement
• Skills & Staffing
Priorities
• Safe Environment &
Employee Well-being
Desired Results
• Hiring Results
• Whole Person
• Survey Results
• Whole Organization
• Turnover
• Diverse Workforce
• Professional
• Retain Best Talent
Development Hours
• Student Success
• Performance
• Market Share
Evaluations
• Loyalty
• Wellness
Participation
• Safety Statistics
• Health, Safety &
Security
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Richland’s Baldrige Journey
2002, 2003, 2004
2001
MB Application MB Application
Consensus Level
Stage 1
2005
MB Site Visit
2006-present
Sustain Baldrige
Discipline
Reapply
1993
CQI
TQM
1997
TAPE Level II
Assessment
MBNQA
2003, 2004
TAPE Application
Site Visit
2005
TAPE Site Visit
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Continuing the Journey
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Refining our Performance Excellence Model
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Core Competencies
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Emerging Core Competencies
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Strategic Challenges and Advantages
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SASCOC Reaffirmation 2013
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Reapply MBNQA
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Lessons Learned
 Leadership and Culture Matter
 Being on the Journey for the Right
Reasons
 Sustaining Baldrige Discipline Remains
Hard Work
 Use of Feedback to Get Better Continues
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