Application Components Application Checklist Table of Contents Publicity, Ethics & Release Statement Letter of Certification of Eligibility Eligibility Certification Forms Organizational Chart

Glossary of Terms

Page G-1

Organizational Profile i

Category 1 Leadership 1 1.1 Senior Leadership 1 1.2 Governance and Societal Responsibilities 4

Category 2 Strategy 7 2.1 Strategy Development 7 2.2 Strategy Implementation 10

Category 3 Customer 13 3.1 Voice of the Customer 13 3.2 Customer Engagement 16

Category 4 Measurement, Analysis, and Knowledge Management 19 4.1 Measurement, Analysis, and Improvement of Organizational Performance 19 4.2 Knowledge Management, Information, and Information Technology 22

Category 5 Workforce 24 5.1 Workforce Environment 24 5.2 Workforce Engagement 27

Category 6 Operations 29 6.1 Work Processes 29 6.2 Operational Effectiveness 31

Category 7 Results 33 7.1 Product and Process Results 33 7.2 Customer-Focused Results 38 7.3 Workforce-Focused Results 40 7.4 Leadership and Governance Results 46 7.5 Financial and Market Results 49

Alamo Colleges Organization Chart

Alamo Colleges Board of Trustees

J. Alderete, Jr. (Secretary) Dr. G. SpragueD. McClendon Dr. Y. Katz (Vice Chair)A. Bustamante (Chair) C. Kingsbery (Asst. Secretary)

J. Rindfuss R. Zárate Student Trustee S. Adames

CHANCELLORDr. Bruce H. Leslie

Board LiaisonSandra Mora

District Director of Internal AuditMatthew Mills

Deputy to the ChancellorMichelle Perales

General CounselRoss Laughead

Executive Director ofInstitutional Advancement

James Eskin

District Ethics & Compliance OfficerEduardo Cruz

Vice Chancellor of Economic & Workforce Development

Dr. Federico Zaragoza

Vice Chancellor of Planning, Performance & Information

SystemsDr. Thomas Cleary

Vice Chancellor for Student Success

Dr. Adelina Silva

Vice Chancellor for Academic Success

Dr. Jo-Carol Fabianke

Northeast Lakeview CollegePresident

Dr. Craig Follins

Vice Chancellor for Finance & AdministrationDiane Snyder

St. Philip’s CollegePresident

Dr. Adena Loston

San Antonio College President

Dr. Robert Vela

Palo Alto College President

Dr. Michael Flores

Northwest Vista College President

Dr. Ric Baser

Associate Vice Chancellor of Communications

Leo Zuniga

Director of Business OutreachColin Nichols

Director of CE & Workforce Operation Systems

Steve Sparks

Coordinator of Work-Based and Experiential Learning Program

Dr. Martha Trevino

Director of International Programs

Carol P. Fimmen

Chief of PoliceDon Adams

Associate Vice Chancellor of Facilities

John Strybos

Associate Vice Chancellor of HR & Organizational Dev

Title IX/VII/ADA/504 CoordinatorLinda Boyer-Owens

Associate Vice Chancellorof Finance & Fiscal Admin Svcs

Pamela Ansboury

District Director of Curriculum Coordination & Transfer Articulation

Dr. Christa Emig

Associate Vice Chancellor for Academic Partnerships & Initiatives

Ruth Dalrymple

Director of College Readiness

Mary Helen Martinez

District Director of Information Technology Services

Roger Castro

Director of Strategic Initiatives & Performance Excellence

Dr. Debra Morgan

District Director of IR & Effectiveness Services

Velda Villarreal

Associate Vice Chancellor for Student & Program

DevelopmentDr. Cynthia Mendiola-Perez

District Director of Center for Student Information

Dr. Elizabeth Garza

Coordinator of Student Leadership Institute

Rodell Asher

September 15, 2015

Director of Alamo Colleges Online

Vacant

Director of Education Partnershipsand Engagement

Vacant

District Director of Student Financial Services

Dr. Harold Whitis

Director of High School Programs

Rosena Garcia

Director of District-wide Advising

Blanca Balle-Muniz

Director of Student Completion

Vacant

District Director of Student Success Initiatives

Patricia Parma

Director of Student Access & Support Svcs

Margaret Quintinalla

Director of State ReportingKimberly Sanders

Enterprise IT Risk & Security ManagerOscar Salazar

Associate Vice Chancellor of Continuing Education

Tim Rockey

Glossary of Terms

4DX Four Disciplines of Execution AAP Affirmative Action Plan AC Alamo Colleges (DSO and five colleges) ACC Austin Community College ACCT Association of Community College Trustees ACES Alamo Colleges Educational Services ACH Automated Clearing House ACOL Alamo Colleges Online ADA Americans with Disabilities Act AHRQ Agency for Healthcare Research and Quality ALAS Alamo Colleges Leadership Academy for Success AOL Available Online AOS Available On Site AP Action Plan AS Academic Success ASTM American Society for Testing and Materials AtD Achieving the Dream ATD Association for Talent Development AUC Alamo University Center AVC Associate Vice Chancellor AW Alamo Way BAM Budget Alignment Methodology BPA Business Process Analysis BoT Board of Trustees CC Core Competencies CCSSE Community College Survey of Student Engagement CE Continuing Education CEB Corporate Executive Board COBRA Consolidated Omnibus Budget Reconciliation CoC Collin College CSI Center for Student Information CTTC Central Texas Technology Center CUPA-HR College and University Professional Association for Human

Resources CVC Chancellor and Vice Chancellors

Executive Leadership Team for DSO DCCCD Dallas County Community College District DOE-OCR Department of Education Office of Civil Rights DSO District Support Operations EAP Employee Assistance Program EDD Employee Development Day EEOC Equal Employment Opportunity Commission EOP Emergency Operations Plan EPCC El Paso Community College ERM Enterprise Risk Management ETAP Employee Tuition Assistance Program EWD Economic and Workforce Development FA Finance and Administration FAFSA Free Application for Student Aid FCC Federal Communications Commission FERPA Family Educational Rights and Privacy Act FLSA Fair Labor Standards Act FOCUS Find, Organize, Clarify, Understand, Select FY Fiscal Year GASB Governmental Accounting Standards Board GCA Housekeeping/Grounds Contractor GFOA Government Finance Officers Association GPA Grade Point Average HCCS Houston Community College System HEED Higher Education Excellence in Diversity HIPPA Health Insurance Portability and Accountability HR/OD Human Resources/Organization Development ICS Incident Command System

IPEDS Integrated Postsecondary Education Data System IRES Institutional Research and Effectiveness Services ISD Independent School District ITS Information Technology Services KPI Key Performance Indicator LSC Lone Star College System MCCCD Maricopa County Community College District MDC Miami Dade College MOU Memorandum of Understanding MGC Mobile GO Center MVV Mission, Vision, Values NACUBO National Association of College and University Business Officers NCBP National Community College Benchmarking Project NFPA National Fire Protection Association NILIE National Initiative for Leadership and Institutional Effectiveness NLC Northeast Lakeview College NPS Net Promoter Score NVC Northwest Vista College OCR Office of Civil Rights OFI Opportunity for Improvement OTC Office of the Chancellor P-12 Pre-school, Kindergarten Through 12th Grade P-16 Pre-school, Kindergarten Through 12th Grade, Postsecondary PAC Palo Alto College PACE Personal Assessment of the College Environment PDCA Plan, Do, Check, Act PEIMS Public Education Information Management System PM Preventative Maintenance PO Purchase Order PPE Personal Protective Equipment PR Public Relations PVC Presidents, Vice Chancellors, and Chancellor

Executive Leadership Team for AC SA Strategic Advantages SAC San Antonio College SACSCOC Southern Association of Colleges and Schools Commission on

Colleges SAEP Summer Academic Enrichment Program SAMA San Antonio Manufacturing Association SJC San Jacinto College SC Strategic Challenges SHRM Society for Human Resource Management SIPOC Suppliers, Inputs, Process, Output, Customers SLI Student Leadership Institute SO Strategic Opportunities SoT State of Texas SME Subject Matter Expert SP Strategic Plan SPC St. Philip’s College SPP Strategic Planning Process SPPE Strategic Planning and Performance Excellence SS Student Success STC South Texas College STEM Science, Technology, Engineering, Mathematics SWC St. Philip’s College Southwest Campus SWOT Strengths, Weaknesses, Opportunities, Threats TACC Texas Association of Community Colleges TAMU-SA

Texas A&M University – San Antonio

TAPE Texas Award for Performance Excellence TCCD Tarrant County College District TCCTA Texas Community College Teachers Association TEA Texas Education Agency

Glossary of Terms

THECB Texas Higher Education Coordinating Board TMS Talent Management System or Alamo Learn TSSC Texas School Safety Center TSU Texas State University TU Trinity University UIW University of the Incarnate Word USDOE United States Department of Education USDOL United States Department of Labor UTHSCSA University of Texas Health Science Center at San Antonio UTSA University of Texas at San Antonio VC Vice Chancellor VCAS Vice Chancellor for Academic Success VCEWD Vice Chancellor of Economic and Workforce Development VCFA Vice Chancellor for Finance and Administration VCPPIS Vice Chancellor for Planning, Performance, and Information

Systems VCSS Vice Chancellor for Student Success VOC Voice of the Customer VP Vice President VPAA Vice President of Academic Affairs VPCS Vice President of College Services VPSS Vice President of Student Success WBU Wayland Baptist University WCE Workforce Center of Excellence WETC Westside Education Training Center WIG Wildly Important Goal

PREFACE: ORGANIZATIONAL PROFILE P.1 ORGANIZATIONAL DESCRIPTION

The Alamo Colleges consists of five comprehensive community colleges and the District Support Operations (DSO) serving Bexar County and seven surrounding counties. The Alamo Colleges, located in San Antonio, Texas, serves students and community with transfer courses, academic and technical degrees, workforce training, continuing education, and contract training. District Support Operations (DSO) is the administrative and service-provider entity of the Alamo Colleges (AC). The five colleges DSO serves and supports are San Antonio College (SAC), St. Philip's College (SPC), Palo Alto College (PAC), Northwest Vista College (NVC), and Northeast Lakeview College (NLC). This TAPE application addresses the performance excellence journey of DSO only. Since DSO is primarily a support organization, the service/non-profit Criteria for Performance Excellence is utilized here as opposed to the Education Criteria. P.1a Organizational Environment P.1a(1) Product Offerings

The primary products and services that DSO provides and the customer groups to whom they are provided are shown in Fig. 3.2-1. DSO provides a wide range of services to the five colleges through 53 distinct operational units, including academic and student support; Human Resources (HR); facilities, maintenance and construction; safety and security; budget development; information technology services; and purchasing. The services provided by DSO are considered key to the success of the AC. Additionally, DSO provides some products and services, such as financial aid, business services, student outreach, leadership development, facilities maintenance, and security directly to students on the campuses in collaboration with the colleges’ personnel, as shown in the same Figure. AC delivers products and services through district/college collaboration, face-to-face meetings, and written and electronic communications. P.1a(2) Vision and Mission

DSO embraces the concept of stewardship to enable coordination and collaboration of processes and initiatives across the AC with a “systems thinking” approach. This approach reflects the “Alamo Way” mindset and supports the concepts of a learning organization. In 2011, the Board of Trustees (BoT) approved an educational philosophy policy with the purpose of driving increased student performance and greater service efficiency and effectiveness. This policy, known as the Alamo Way: Always Inspire, Always Improve (Fig. P.1-1), has been deployed to all college and DSO employees at departmental meetings and is also part of the agenda for New Employee Orientation (NEO). The policy Figure P.1-1 The Alamo Way Policy

comprises the three highest priority areas that are critical in leading the AC: Student Success, Principle-Centered Leadership, and Performance Excellence. In a cycle of refinement in 2013, the BoT approved the revised AC strategic plan with its three strategic objectives being identical to the Alamo Way (AW) priorities, ensuring full strategic alignment.

The DSO senior leaders (SL) use the Mission, Vision, and Values (MVV) and the AW to guide action planning and the development of related metrics demonstrating progress and success (Fig. P.1-2). Unit action plans are aligned with the strategic plan (Fig. 2.2-2). Over the past two years, as a result of deploying the Four Disciplines of Execution (4DX) initiative, the AC have refocused on a wildly important goal (WIG). The original WIG, identified by SL, was to Increase degrees and certificates earned by students from 6,300 to 7,000 by August, 2015. The AC accomplished this goal in August of 2014 – hitting the target a full year early -- so the senior leadership team reset the target for 8000 graduates by August, 2015. Preliminary indications for FY15 reveal that AC graduated over 9,700 grads as of August, 2015. DSO units use the 4DX model to execute strategy related to the success of this WIG, particularly those units that provide direct services to students (financial aid, student leadership, business office, police.) Figure P.1-2 Purpose, Vision, Mission, Values

DSO has identified four core competencies (Fig. P.1-3) which, combined with a SWOT analysis and environmental scan, guide the development of strategy during the strategic planning process (SPP). The strategic plan is the vehicle that guides us to achieve our mission. P.1a(3) Workforce Profile The 828 DSO employees are dedicated to the success of the AC and the students. Employees are segmented as shown in Fig. P.1-4. Some positions in the administrative segment require professional or doctoral degrees. Others require bachelors or master’s degrees. Most positions in the professional segment require bachelors or master’s degrees. Employee ethnic demographics are 7% African American, 66% Hispanic, 24% White, 2% Asian or Pacific Islander, and 1% other. Employees are not part of any organized bargaining group.

In 2008, 2012, 2013, 2014 and 2015, using the Personal Assessment of the College Environment (PACE) work climate survey and focus groups, senior leaders identified the top 4

DSO Purpose: To provide operational services to the colleges and some direct services to students and the community Alamo Colleges Mission: Empowering our diverse communities for success.

Alamo Colleges Vision: The Alamo Colleges will be the best in the nation in Student Success and Performance Excellence.

Alamo Colleges Values: The members of Alamo Colleges are committed to building individual and collective character through the following shared values to fulfill our Vision and Mission.

• Students First • Respect for All • Community-Engaged • Collaboration • Can-Do Spirit • Data-Informed

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Figure P.1-3 Core Competencies Alamo Colleges Core Competencies

Organizational efficiency and sustainability Innovative technology to support administrative, academic,

and student support operations Partnership development Adoption of innovative practices

factors correlating with engagement and satisfaction of our employees with a focus on achieving the most effective leadership style: 1) Spirit of cooperation; 2) Open and Ethical Communication; 3) Encourage Innovation; and 4) Positively Motivate Performance. These factors have contributed to a renewed focus on workforce training and development that align with the strategic plan. For instance, in support of the strategic objective Principle-Centered Leadership, all employees are trained in The Seven Habits of Highly Effective People. Likewise, with a laser-focus on results and performance (strategic objective III. Performance Excellence), key leaders are trained and certified to utilize 4DX in order to achieve the AC WIG. Many DSO leaders have been trained as Quality Texas or Baldrige Performance Excellence Program examiners.

Specific safety requirements identified for DSO workforce members include the following:

1) Assessment of ergonomic risks for employees who work at a desk.

2) Defensive driving training for employees who operate a vehicle.

3) General safety training provided to employees who work with recognized hazards to include welding safety, electrical safety, lockout/tagout, personal protective equipment, ergonomics, chemical safety, emergency evacuation, active shooter training, first aid and CPR, and behavior intervention.

4) Specialized safety training for DSO police officers who receive safety training in accordance with Texas Commission on Law Enforcement standards and utilize body armor for patrols. P.1a(4) Assets The three primary DSO facilities are: West Houston Street (30,154 sq. ft.) which houses Information Technology Services (ITS) and Finance; West Sheridan Street (45,770 sq. ft.) where the Chancellor, Vice Chancellors (VCs), HR, Legal Services, Ethics, Communications, Internal Audit, Strategic Planning and Performance Excellence (SPPE), and Institutional Research and Effectiveness Services (IRES) are housed; and Pat Booker Road (42,086 sq. ft.), housing Facilities, Student Financial Aid (SFA), Center for Student Information (CSI), Police, some workforce programs, and other service units. We have a future site (200,000 sq. ft.), which will bring all DSO services together under one roof and provide a large conference center for cross-college meetings, program collaboration, and community use. The BoT is currently reviewing possible funding sources for this project. The remaining DSO personnel are co-located with the colleges on their campuses, enabling them to be close to the customers that they support. DSO utilizes information, instructional, communications, office, and security technology systems. Instructional Technology supports teaching and learning activities. Communications Technology includes those applications that help facilitate work output enterprise-wide. Office Technology supports operational activities.

DSO also utilizes information, instructional, communication, office, and security technology communication equipment.

Figure P.1-4 Employee Demographics

This includes two mainframe servers for legacy information services; three IBM Power series servers to service Banner/ Oracle / Argos system; 50+ network servers; and 18,000 workstations. Redundant storage allows for real-time data replication; and virtual servers allow reactive server management to address performance requests. Facilities and Construction operate physical plants at each college location in addition to DSO locations. Maintenance, grounds, and housekeeping equipment is standard in each location. P.1a(5) Regulatory Requirements

DSO operates in accordance with regulatory requirements at the federal, state, and local levels. Fig. P.1-5 shows the types of requirements AC must meet and the regulators who define and monitor these requirements. Additional regulatory environment information is provided in Fig. 1.2-2. The complete compliance matrix and reporting calendar is AOS. P.1b Organizational Relationships P.1b(1)Organizational Structure The governance structure of the AC is a hierarchical oversight structure. A nine-member BoT is elected by taxpayers and serves for six-year terms with unlimited reelection opportunity. In a cycle of refinement in 2014, the BoT added a student trustee – the first ever student trustee in a community college in Texas. The Chancellor is hired by the BoT and serves at their direction and discretion. The BoT provides an annual “charge” to the Chancellor, outlining priorities for the coming year. All other employees of DSO and the colleges are hired by the Chancellor, including his direct reports and the executive leadership team of AC: the five college presidents and the five vice chancellors (PVC). The Chancellor and the five VCs (CVC) constitute the DSO executive leadership team. The five VCs include Student Success; Academic Success; Economic and Workforce Development; Finance and Administration; and Planning, Performance and Information Technology. The BoT’s responsibilities include adopting and periodically reviewing the philosophy which clarifies the basic educational beliefs and educational responsibilities of the AC to the community, adopting policies for the AC including the strategic plan,

District Support Operations Employees PT FT

Located at DSO Offices 161 396 Co-Located at the five colleges 10 261

Total: 828 171 657

Administrative: 18 M - 9 DSO 18 0 18

(2%) F - 9 Professional: 277 277

M - 101 211017711

DSO 247 (34%) F - 176 NLC 5 NVC 6

PAC 6 0 277

SAC 8 SPC 5 Classified: 533 M - 230 DSO 292 (64%) F - 303 NLC 24

NVC 30 PAC 35 171 362 SAC 89 SPC 63

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Figure P.1-5 Regulatory Compliance

approving site and facilities purchases and upgrades, and providing ways and means of financial support including budget approval. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the regional accrediting body for higher education for Texas, stipulates that there is a clear and appropriate distinction between the policy-making function of the governing board and the responsibility of the administration, staff, and faculty to administer and implement policy. The BoT and its five sub-committees meet monthly with the Chancellor, VCs, and college presidents to address DSO and college business. The meetings are open to the public and include an opportunity for citizens to be heard. P.1b(2) Customers and Stakeholders The key market area of the Alamo Colleges is the educational community of Bexar County, and seven other counties in the AC service area. Texas defines the service area for community colleges in the state. The DSO’s International Programs unit coordinates and oversees international students attending the five colleges, and the Academic Success area works with the colleges to provide dual credit courses to high school students. The DSO’s role is providing leadership, coordination, and services to the colleges, thus its primary customers are the five community colleges and the students at these colleges. DSO serves all students indirectly through coordination and support of the colleges and some DSO units provide services directly to students. These units work with the colleges’ personnel to meet student requirements. Fig. P.1-6 outlines key customers and stakeholders and their key requirements. P.1b(3) Suppliers and Partners

Key suppliers are those that provide efficient and/or one-of-a-kind services to DSO and reduce costs as part of AC’s competitive position as a low-cost, open access higher education institution. Partners are those organizations with

whom AC has legal relationships for collaborative projects or provision of services. Collaborators are those organizations and individuals who work with AC to develop innovative strategies to enhance the education of students throughout their education lifecycle. Key suppliers, partners, and collaborators, their roles, and the key mechanisms of communication with them and supply-chain requirements are shown in Fig. P.1-7. P.2 ORGANIZATIONAL SITUATION P.2a Competitive Environment P.2a(1) Competitive Position

There is no direct outside competition for the services provided to the colleges by DSO as the administrative and service-provider entity of the AC. The colleges use HR, purchasing, security, ITS, and other DSO-provided services and cannot contract for any of these those services outside of DSO. Considering its core competencies, DSO periodically assesses the cost-benefit of outsourcing non-core functions and redeploying internal resources to other priorities. For example, senior leaders examined the efficiencies gained by having the housekeeping and grounds crew outsourced. In an example of innovation, no individual lost employment during this transition. Employees were retrained and placed in other roles when appropriate. The performance of DSO products and services directly impacts the competitiveness of the colleges. The colleges’ primary competitors are the public universities in the area, including the University of Texas at San Antonio (UTSA) and Texas A&M University at San Antonio (TAMU-SA), four private universities, various proprietary institutions, and online educational providers such as Kaplan, DeVry, and University of Phoenix. The five colleges are more competitive than these institutions in terms of availability, access, cost, class size, and comprehensive student support. P.2a(2) Competitiveness Changes

Changes in the market affecting the competitive success of the colleges and DSO include fluctuations in the economy and unemployment rates. AC and other community colleges generally see increasing enrollment when the economy worsens. Other changes include competition in online instruction, decreased state education funding, and increased public demand for accountability (producing graduates.) A Budget Alignment Methodology (BAM) was implemented to engage faculty, staff, administrators, and trustee leaders to address budget challenges, while continually striving to improve student success. For five consecutive years (FY11 through FY15), AC has successfully balanced the budget without layoffs, even with significant declines in state funding. In FY14 and FY15, the BAM process was further refined Figure P.1-6 Customer/Stakeholders and Requirements

Groups Requirements Customers Five Alamo Colleges

Efficient, accurate and timely services to support operations.

Students of the Colleges

Accessible, accurate, timely, affordable services

Business and Industry groups

Timely, demand-driven training and services

Stakeholders Board of Trustees Efficient and effective operations, legal

compliance Community Graduates who contribute to society and

community; economic development; accessible and affordable education and training

Purpose Regulator

Financial and Controls Regulatory

GASB, IRS, TRS, ERS, FPIA, Single Audit, various federal and state grantor agencies; THECB

Student Financial Aid DOE Federal Human Resources Regulatory Issues

US DOL, EEOC, FCC Fair Credit Reporting, Immigration and Customs Enforcement, Office of Contract Compliance

Fire Safety NFPA US Office of Special Counsel (Whistleblower Protection Act)

US Office of Special Counsel

Texas Human Resources Regulatory Issues

Texas Workforce Commission, Attorney General, Department of Insurance, Health & Safety Code

Environmental (Environmental Quality)

TX Environmental Quality Commission

Local Building Codes City Code Compliance Curriculum approval Program approval State reporting

Texas Higher Education Coordinating Board

Accreditation requirements

Southern Association of Colleges and Schools

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Figure P.1-7 Suppliers, Partners, and Collaborators

to include tighter alignment to strategic initiatives and a renewed focus on savings for future investments. P.2a(3) Comparative Data

For college performance and DSO operational performance, primary sources of comparative data come from:

• Texas Higher Education Coordinating Board (THECB) • Community College Survey of Student Engagement

(CCSSE) • Personal Assessment of the College Environment (PACE) • National Clery Safety Data. • State comparative data from TAPE recipients, • Integrated Postsecondary Education Data System

(IPEDS). • National Association College University Business

Offices (NACUBO)

• Higher Education Excellence in Diversity - HEED • Society for Human Resource Management - SHRM • National Community College Benchmarking Project –

NCCBP • Association for Talent Development – ATD • College and University Professional Association for

Human Resources - CUPAHR Through information provided by the Texas Education

Agency (TEA) and the Public Education Information Management System (PEIMS), AC also gains input used for market penetration reports.

Because of the nature and complexity of student data, both state and national sources make data available on a one-year lag which sometimes limits AC’s ability to utilize comparisons for the current academic year.

Types

Role in the Work System Methods of communication or

managing relationships

Supply-Chain Requirements

Suppliers 1. IT Hardware Major computer provider Email, contracts, meetings Cost effectiveness, timeliness,

quality product, warranty 2. Office Depot Office supplies—online and walk-ins Email purchase orders Cost effectiveness, timeliness,

flexibility, quality product 3. IT Software Operational and student applications Email, contracts, meetings,

single point of contact Timeliness, flexibility, quality product, support, training

4. State Contracts of Vendors

Advantage of college purchasing from pooled providers

Contracts, single point of contact

Cost effective, quality, range of products, warranty

5. Financial Institutions Checking, payroll, investments, merchant and e-commerce

Email, meetings, contracts, phone

Cost effective, timely, quality

6. Architects and contractors

Buildings and renovations Email, meetings, contracts, phone

Cost effectiveness, timeliness, to work with variety of users

Partners 1. Community-based Organizations

Provide services to our students Email, publications, meetings, phone, surveys, committees

Timeliness, quality programs and services, flexibility

2. Outsourced student support - food, contact center, bookstore, SFA verification,

Providers to students—books, other instructional supplies, food services, call center, SFA Pell grant verification services

Email, meetings, phone, single POC, committees, user groups

Timeliness, quality product, flexibility, cost effectiveness

3. Outsourced Operations support – print shop, mail, grounds, housekeeping

Maintains facilities for students and employees; and provide copy and mail services for employees

Email, meetings, phone, single POC, committees

Timeliness, quality product, flexibility, cost effectiveness

4. Texas Higher Education Coordinating Board (THECB)

Works with Legislature, Governor, AC and other higher education entities to meet the State’s higher education plan

Email, POC, committees, directives, reports

Accurate and timely reporting; compliance with directives and policy

5. National Student Clearinghouse

Education verification (degrees and certificates) and student outcomes research.

Email, reporting, phone Accurate and timely reporting

Collaborators 1. Other higher education institutions

Collaboration to serve students in higher education

Email, meetings, phone, committees, state-wide groups

Partnerships to serve students, timeliness, flexibility

2. P-16 institutions and the Texas Education Association

Collaboration on creating a college- going culture and prepare students for transition from one level to next

Email, meetings, phone, surveys, individual feedback, committees

Partnerships to serve students, timeliness, flexibility, quality product

3. Texas Workforce Commission

Collaborates on grant funding for workforce development in Bexar County

Meetings, Email, phone, committees

AC is in a state of readiness to design and implement workforce training for local business/industry groups.

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Organizational Profile P.2b Strategic Context

Our key strategic challenges and advantages are shown in Fig. P.2-1 and Fig. 2.2-2 (within our Strategic Plan Integration matrix which is used to align challenges, opportunites, advantages, core competencies, and action plans to the strategic plan). Figure P.2-1 Strategic Challenges and Advantages

P.2c Performance Improvement System For five years, DSO has been committed to the principles

of quality improvement. Performance improvement is addressed through DSO’s commitment to ongoing learning aligned with the priorities defined in the AW. The approach includes Baldrige-based assessments to identify improvement opportunities that are used as a key input to our systematic annual strategic planning process, use of

FOCUS PDCA (Fig. 6.1-3) to ensure continuous improvement of processes, use of measurements to learn and to inform decision-making, and implementation of 4DX – a strategy execution tool. Innovation is driven through these assessment approaches and strategic planning activities. Improvement approaches are shown in Fig. P.2-2. • Strategic Planning – annual cycle of planning activities • Division and Unit evaluation and improvement – Data

Days, 4DX • Innovation - DSO employees share their units’

approaches to and outcomes in innovation during Data Days annual reporting.

• Process Management – Key processes identified and cycles of improvement applied

• Use measurement and review to drive strategic direction and operational performance – SP Scorecard; Strategy Map; Data Days; KPIs

• Baldrige-based Assessment - Category Teams, Trained examiners and Self-Assessments

• Organizational Learning – Employee development, PDCA continuous improvement approach, benchmarking, knowledge and best practice sharing

When improvement opportunities are identified in DSO work systems, teams are assigned to address those issues using the FOCUS PDCA approach. These teams use multiple strategies such as swim lane flowcharting and benchmarking to determine root causes of problems and to identify solutions to achieve breakthrough improvement.

Figure P.2-2 Performance Improvement and Learning Approaches

Strategic Challenges

1. Ensure quality and effectiveness with decreased state funding

2. College readiness of incoming students

3. Online competition

4. Public expectation of performance

Strategic Advantages

1. Alamo Colleges reputation and community support

2. Financial stability

3. Regional economic development provider of training

4. Board leadership and policy governance

5. Secondary, university and business partnerships

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CATEGORY 1: LEADERSHIP . 1.1 SENIOR LEADERSHIP

The Alamo Colleges (AC) Board of Trustees (BoT) and senior leaders (SL) guide the organization, promote effective shared leadership, review performance, and support performance excellence through the three elements of the Alamo Way (AW) policy. The leadership system (Fig. 1.1-1) is built on leadership processes, the AW, the mission, vision, and values (MVV), and emphasizes meeting student and key stakeholder requirements by being a learning organization focused on the development of the students and employees as leaders. Figure 1.1-1 Alamo Colleges Leadership System

1.1a Vision, Values, and Mission 1.1a(1) Vision and Values

The MVV of the AC are set as part of the strategic planning process (SPP) in a collaborative effort led by the PVC team composed of the Chancellor, college presidents, and vice chancellors (VC) and deployed to District Support Operations (DSO) and the five colleges. The MVV reflect our primary focus on student success, leadership, and performance excellence, as prioritized by the AW. The MVV are reviewed at the annual stakeholders’ strategic planning retreat [2.1a (1)], updated by the PVC, and reaffirmed by the BoT. The AC Values were first established as part of the SPP in 2005. In 2009, a cross-functional team gathered feedback from all employees to create a refined set of values. The MVV were reviewed again in 2012 and revised in 2013. At the time, each college had its own set of values. In 2013, a unifying and single set of values was identified by senior leaders and deployed to the AC. The vision statement was refined in 2012 by the PVC after stakeholders’ recommendations to emphasize Student Success and Performance Excellence in the journey to become the best in the nation. The mission Empowering our Diverse Communities for Success has been validated by the SP stakeholder team for the past five years. In a cycle of refinement in 2013, the elements of the Alamo Way (Student Success, Principle-Centered Leadership, and Performance Excellence) became the centerpiece of the AC SP at the recommendation of the stakeholders and the BoT.

The MVV are systematically communicated, deployed, and reinforced through multiple leadership communication approaches (Fig. 1.1-2), and integrated into the work systems and aligned action plans. For example, minute orders (the legal document that captures decisions made) at BoT meetings are

aligned with the MVV and elements of the strategic plan (SP); videos of employees sharing their most significant value are located on the AC webpage; and each employee selects the one value that resonates most to be printed on the front of his or her ID badge. SL deploy the MVV to key suppliers and partners using one- and two-way communication approaches and through daily interactions and business documentation. The MVV are also posted on the AC webpage, SP posters, and in many daily business communications. An agreement to support the MVV is included in all solicitation agreements with our vendors and partners. In addition, SL disseminate annually the MVV and AW to all ISDs before engaging in any partnership agreement. In fall of 2015, blank posters were hung in kitchens throughout the AC with an invitation to employees to respond to the prompt “What ‘Students First’ Means to Me.” Through their personal actions, SL model their commitment to the six values: 1) Students First is placing students at the heart of everything AC does. No matter the topic, SL discussions and decisions always center on what is best for students. It was the Students First value that drove the recent decision to add a student trustee to our BoT and Foundation Board. AC is proud to be the first and only community college in Texas to have made the decision to have a student trustee. SL have fully encouraged and supported the formation of a Student District Council comprising students from throughout the system to provide advice to SL. Students participate in the strategic planning retreat and other events, such as the Chancellor’s “Starting from Scratch” meetings and Student Forums at the colleges. 2) Respect for All is demonstrated daily. It goes beyond valuing and treating each other well; it is also respect for the environment, the community, and the mission. Respect for All also means giving everyone a voice in decision making. In the fall of 2015, the Chancellor assembled a group of faculty, students, and staff to develop a decision-making model to ensure participation in important decisions that affect students. Moreover, the BoT approved an amendment to Policy F.6.1 (Student Success) which addresses the intent to ensure all student cohorts (gender/ethnicity) achieve equity in academic performance. 3) Community-Engaged is demonstrated by SL through their personal involvement in working to strengthen alliances, partnerships, and relationships with diverse communities. SL submit quarterly reports of volunteer and civic commitments and participation in community organizations, including external presentations. As an example, the San Antonio Mayor and the County Judge have appointed the Alamo Colleges to co-lead the region’s workforce development efforts, with the new San Antonio Talent for Economic Competitiveness initiative. SL participate on numerous community, state, and national boards. In a cycle of refinement in 2012, a new position, Director of Community Partnerships, was created [1.2c (2)] by the PVC to provide purposeful coordination of community-based outreach specifically to ISDs and other key stakeholders. 4) DSO leaders’ commitment to the value of Collaboration is demonstrated by creating cross-college and cross-DSO teams and community partnerships to improve processes and enhance services to key stakeholders. For example, cross-functional teams are evident in many of the FOCUS PDCA activities (6.1b(3)).

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During FOCUS PDCA implementation, process owners must answer the question “who else should be at the table as we work to improve this process?” 5) Can-Do Spirit is modeled by SL in their willingness to creatively promote innovation and maintain a positive attitude. For example, in seeking ways to improve student success metrics, the PVC adopted the Covey Four Disciplines of Execution (4DX) approach for increasing graduation numbers (Fig. 7.1-1) 6) SL are committed to Data-Informed decision-making in the following ways: Use of key measures as a part of action planning; utilizing a high-level organizational scorecard; analyzing drill-down key performance indicators (KPIs) and metrics; use of a strategy map with essential targets; and the facilitation of Data Days presentations by DSO leaders. As an Achieving the Dream (AtD) Leader College, the use of evidence to improve programs and services is one of five principles required for an institution to participate. An annual calendar of events provides the schedule of data reports to be submitted to the BoT for their review. In January 2014, the AC SL launched an institutional 4DX WIG for increasing student graduation and persistence. SL, designated as “4DX champions,” collect/analyze data to monitor progress every week toward the completion of the WIG. Also, DSO unit leaders participate in the annual Data Days event which highlights process improvement, performance results, and innovation. 1.1a(2) Promoting Legal and Ethical Behavior

The PVC promotes legal and ethical behavior through

personal actions, policies, and organizational decision making which are founded in the value of Respect for All and articulated in both the Financial Ethics and Accountability Policy C.1.1, and the requirement for ethics training for all AC employees and BoT members (Fig. 7.4-9). The ethics policy includes training and a process for responding to complaints submitted through the ethics hotline (Fig. 7.4-7). Unique to the AC is the reporting structure that places the internal auditor as a direct report to the BoT instead of the Chancellor, as is the norm in community colleges. This approach provides an additional level of checks and balances. SL ensure that employees and all stakeholders understand the organization’s legal and ethical requirements by inviting participation in the development (or update) of organizational policy and by communicating policy updates to the workforce. Immediately following regular BoT meetings, the Ethics and Compliance officer emails updated policies to the AC family. The update notes what changes were made and why. SL support and communicate the availability of the ethics hotline to report violations and utilize the Ethics and Compliance and Legal Services units as internal resources to inform ongoing decision making to ensure that actions are legally and ethically appropriate. 1.1a(3) Creating a Sustainable Organization

AC and DSO create a sustainable organization as described in Fig. 1.1-3.

Figure 1.1-2 Organizational Communication and Engagement Approaches Communication Approach What is communicated… 2-Way Audience

Strategic Planning Mtgs (Annual) MVV, environmental issues, decisions and reasons, org performance Yes S, E, C, P

Employee Development Day (Annual) MVV, strategic and annual directions, values, recognition, development, input for improvement

Yes E

College and District Town Hall Meetings (5 x year)

MVV, strategic direction, key decisions, organizational performance, gaining input Yes S, E, B

Alamo Colleges Family Emails Chancellor’s Video Blog (Weekly)

Key decisions, strategic direction, organization performance, recognition, gaining input

No S, E, B, C

Policies, Procedures, Guidelines (Monthly) Standards, organizational knowledge and learning, best practices No S, E, B

Web site postings (weekly) Key decisions, strategic direction, organization performance, recognition, news, resources, organization knowledge

No S, E, B, C, P, S

BoT Meeting Outcomes (Monthly) Key decisions, organizational performance information No S, E

Alamo Colleges Family Memorandums (Periodic)

Key decisions, strategic direction, organization performance, recognition

No S, E, B

Chancellor’s PowerPoint presentations (Periodic)

MVV, Key decisions, strategic direction, organization performance, recognition

No S, E, B, C, P, S

Reports & Documents distributed by Chancellor (Periodic)

Key decisions, recognition No E, B, C

Chancellor’s PVC Action Items (Weekly) Key decisions, recognitions, organization performance PVC Action No E

6 Strategic Priorities Dashboard (Online) Status Updates No S, E, B, C, P, S

Emergency Notification System (As needed) Key decisions, emergency information as needed No S, E, B

Key meetings and reviews Key decisions, strategic direction, progress to plans, areas for improvement, gaining input

Yes E, B, C

Colleges Catalog(s) (ongoing) MVV, strategic directions, expectations, opportunities No S, E, B, C, P, S

New Employee Orientation and Documentation (First 90 days)

Training on MVV, history, review of employee handbook and other documentation provide expectations, practices

Yes E

Employee Performance Evaluations (Yearly) Performance & expectations, development opportunities, values Yes E

Variety of Employee Development Activities Organizational knowledge, recognition, values, best practices Yes E, B

Audience Legend: S – Students E – Employees B – Board of Trustees C – Community Members P – Partners S - Suppliers

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1.1b(1) Communication SL use a wide variety of systematic approaches to

communicate and engage the entire workforce as shown in Fig. 1.1-2. Several of these approaches provide opportunities for two-way communication. For example, the Chancellor’s weekly video blog was developed in 2011 in a collaborative effort to meet the need of a more technologically savvy student and employee population and in order to reach more stakeholders. In addition, the Roundup newsletter and the Chancellor’s weekly report is disseminated to the Board of Trustees, the Alamo Colleges Foundation Board, and external members of the community. These communication mechanisms highlight important, relevant topics such as new organizational initiatives, budget updates, and legislative issues. Town Hall meetings are held with students and employees at each college location annually. These are two-way communication events that provide a listening post for senior leaders. The Alamo Colleges’ website features information about the organization’s key strategic priorities, project management, and progress on the Alamo Colleges 4DX WIG.

SL communicate key decisions and needs for organizational change at their executive leadership meetings in the form of PVC minutes. Decisions from these meetings are distributed to the AC family following the meeting. The message is further validated by unit/departmental meetings facilitated by SL with mid-level leaders, and the information about key decisions is cascaded throughout the organization.

SL reinforce high performance by motivating employees to focus everything they do on student success (Strategic Objective I) and on the performance excellence (Strategic Objective III) priority to “Continuously improve our employee, financial, technological, physical and other capacities with focus on effectiveness, efficiency, and agility.” They complement this reinforcement with various reward and recognition programs. For example, SL present the Staff

Council Employee of the Month award at the monthly BoT meeting. SL also recognize employees for outstanding performance and exceeding expectations at the monthly BoT meetings. A performance excellence Pacesetter recognition was started in 2014 to recognize those DSO leaders who embrace improvement in planning, use of voice of the customer, and process improvement. Recognition for accomplishments such as earning degrees and years of service is also provided by SL at Employee Development day functions. In a cycle of learning, the Chancellor also recognizes an employee or team each week in his video blog which is broadcast to the AC family. Teams are recognized during 4DX summits held twice a year for accomplishment of unit WIGs.

SL also actively apply for external awards to recognize exceptional employees, initiatives, and departments. For example, every year an outstanding faculty or staff member is nominated for the Association of Community College Trustees (ACCT) Faculty Award and an administrator is nominated for the Texas Association of Community Colleges (TACC) Carl Nelson Administrative Leadership Award. SL also host annual Partner of the Year recognitions for outstanding community collaborators. 1.1b(2) Focus on Action

To create a focus on action throughout DSO, SL set strategic objectives and goals for the SP (Fig. 2.2-2) and define specific measures and targets (Fig. 4.1-3) for strategic and operational performance evaluation and improvement. In 2013, the PVC adopted the 4DX tool, an innovative methodology for focused execution of high-level strategic priorities. The PVC adopted a WIG focused on student completion. Leaders throughout the organization were trained to serve as 4DX coaches. As a result, new behaviors have taken hold across the AC to focus on the WIG and leading

Figure 1.1-3 Leadership Approaches to Create an Environment of Organizational Sustainability Performance Area Approaches to Create an Environment for Sustainability

Achievement of Mission

Development and deployment of MVV and long-term strategic plan, budget allocated to strategic initiatives; select and track performance measures with targets for improvement; link strategic objectives to performance appraisals; SWOT analysis as part of SPP, linking strategies to budget priorities; leadership retreats for strategic planning

Performance Improvement Organizational Performance

Establishment of, and service on, various teams and committees to address issues; providing teams with improvement initiatives; participation in Performance Excellence training; public recognition for team accomplishments; post-event debriefs (e.g., hiring process, post- registration) to identify improvements; seeking out external competitive recognition (TAPE for example) for organizational improvements; external evaluations to obtain improvement feedback; input for improvement opportunities through Alamo Ideas, driving improvement initiatives through strategic planning, review of student results across colleges.

Performance Leadership

Leaders act as role models/catalysts for internal/external benchmarking; leaders set goals to outperform best-in-class. AC has been innovative in adapting traditional business tools such as Covey 7 Habits and 4DX in the education industry.

Organizational Learning

Leaders encourage employee development opportunities and provide time to attend the training; encourage and pay for attendance at seminars and conferences. Alamo Learn, part of the Talent Management suite was deployed in efforts to align employee training and performance with strategic goals; Deliver on demand, measurable training initiatives to all colleges and district offices; and, provide transparent processes around learning and performance management, career planning, and goal setting. Customer Experience/

Customer Engagement Environmental scanning, surveys, focus groups, external evaluations, benchmarking, program and service offering assessment, and measurement tracking and sharing to gain info to improve the organization.

Innovation and intelligent risk taking

The strategic plan encourages innovation to accomplish stretch goals and budget is set aside for related innovation and improvement projects. The PVC identified six priorities within the SP including AlamoADVISE, AlamoENROLL, Alamo INSTITUTES, Dual Credit, Accreditation/reaffirmation and Completion. 4DX, Data Days, policy development, project management, organizational learning and benchmarking are some of the many innovative approaches to these priorities.

Succession Planning and Development of Future Leaders

Senior leaders address the need by developing leaders, particularly through the ALAS program (see 5.2b[1]). Employees are provided opportunities to take on additional responsibilities and authority, be placed in “acting” capacity when leaders are away, be designated as backup for the senior leader they report to; and participate in Performance Improvement (PI) teams.

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indicators, to maintain visible performance data scoreboards, and to create a cadence of accountability (Fig. 7.3-24). An example of intelligent risk taking is the AC’s focus on effective advising as an essential element of student success. The BoT invested over $4 million in hiring new advisors and providing them with advising training and industry certification to reduce the students-to-advisor ratio, thereby improving student graduation rates. This program was developed after benchmarking several winning advising practices across the country.

Leaders manage the budget process to ensure that improvement actions are allocated sufficient resources. During the annual budget development process, budget goals and current year achievements are tied to the SP and final decisions are made on actions that advance innovation and value for customers based on performance data and taking intelligent risks. To further focus on action, leaders compile weekly updates related to strategic initiatives, submit these updates to the Chancellor, and a synopsis of progress is provided to the BoT every Friday. SL provide continuous support and immediate feedback to teams regarding expectations and goals. SL focus on creating and balancing value for customers and other stakeholders in performance expectations by aligning key measures and goals to stakeholder groups through the strategy alignment approach (Fig. 2.2-2).

SL set expectations for organizational performance beginning with the identification of the WIG and institutional priorities aligned with the three priorities of the Alamo Way. The results from the WIG, institutional priorities, and action plans align with the Student Success priority. 1.2 GOVERNANCE AND SOCIETAL RESPONSIBILITIES

SL are committed to DSO and its performance success with the highest level of ethics, integrity, and accountability in accordance with AC values. To that end, SL have deployed internal controls to manage and monitor behavior and activities, and are committed to positive organizational citizenship within our diverse communities. 1.2a Organizational Governance 1.2a(1) Governance System

The AC governance systems and internal controls ensure accountability within DSO and with the colleges. Fig. 1.2-1 outlines key governance approaches. Accountability for the strategic plans is achieved through SL performance evaluations [1.2a(2)] and guided by the AC strategy map. 1.2a(2) Performance Evaluation

The BoT evaluates the Chancellor’s performance annually based on accomplishment of the defined BoT Charges, including system-wide strategies for improvement in operations, academics, student retention and success, and personnel capacity and capability. The BoT Charges are emailed to faculty and staff annually and posted online.

Other SL’s performance is evaluated annually by the Chancellor using a systematic process. Each SL meets with the Chancellor, provides a written response demonstrating how he or she has met goals from the previous year based on the BoT Charges to the Chancellor (AOS) and strategic goals/targets. In this process, they discuss and establish new short-term and longer-term goals and targets for the following year. Participation in 4DX projects also enables evaluation of and accountability for SL performance. Development plans are created and appropriate training is established for performance

areas needing improvement. In a cycle of refinement in 2011, the BoT conducted its

first self-evaluation and, as a result of feedback on the evaluation, committed through Policy B.3.2 to a self-evaluation every odd-numbered year. The evaluation was conducted again in 2013 and 2015. Results are used to further improve BoT processes and address any identified gaps. For example, as a result of an identified theme/issue about new BoT members not getting up to speed fast enough, the BoT developed a mentoring program that expedites a new BoT member’s orientation to AC priorities. The BoT also added a student trustee to ensure student representation and provide greater responsiveness to student interests.

The AC leadership system (Fig. 1.1-1), incorporates the Alamo Way’s three elements, Covey’s 7 Habits, and the AC values. To evaluate the performance of the leadership system, the Chancellor and Vice Chancellors (CVC) review DSO’s performance to key metric targets in a high-level scorecard and strategy map (AOS) to identify areas where improvement might be needed. Increased visibility to FY 2016 unit goals and FY 2015 achievements was accomplished by each VC and college president by sharing their organizational plans at the July 2015 BoT Budget Retreat. Other evaluations of DSO performance, including assessment of performance excellence according to the Baldrige Criteria, are used to identify needed improvement to the leadership system as well. They exemplify how collective participation and leadership drive the AW policy through performance evaluation and strategic planning.

The Chancellor’s performance goals are set annually each Fall by the Board of Trustees in the Board's annual "Charge to the Chancellor." At the end of the performance year, the Trustees reconvene to evaluate Chancellor performance relative to the Charges (performance goals) and a determination about compensation is made by the Trustees based on performance results. When the Charge is issued, the Chancellor assigns portions of the Board's Charge to specific members of the executive team and he assigns some Charge responsibilities to all administrators in the annual administrator employment contracts which are issued in the Fall. A recommendation on administrator pay is made by the Chancellor to the BoT approximately one year thereafter based on overall performance of the Administrative team and, as is true for all pay adjustments, based on availability of funds. 1.2b Legal and Ethical Behavior 1.2b(1) Legal and Regulatory Behavior

AC identifies and anticipates future adverse impacts on society of programs, services, and operations by tracking regulatory issues (Fig. 1.2-2), conducting proactive environmental scanning, and using a variety of listening posts (Fig. 3.1-2). Information sources include: National and state education associations and groups (e.g., League for Innovation, American Association of Community Colleges, ACCT, TACC) • Chambers of Commerce • Advisory boards for programs • Business and civic groups • Public information from state and federal agencies

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• Southern Association of Colleges and Schools (accreditation agency) for changes to standards and compliance requirements During weekly leadership meetings, the PVC discusses

current or potential adverse impacts on society that have been identified to further understand the implications. The SP and aligned DSO and college plans are modified as required to address the identified issues. As an example, in recent years AC has experienced significant reductions in state appropriations. This has led Texas community colleges to face enormous funding restrictions. This financial challenge has potential significant negative impacts on the public including the possibility of tax increases on Bexar County citizens, tuition increases for students, and service quality deterioration. To avoid these undesirable outcomes, AC developed a model to address the challenge as part of its annual budget development process. Using the Budget Alignment Methodology (BAM), a team of 50 leaders from the DSO and all five colleges, including staff, faculty, administrators, and trustees, held strategic meetings to tackle an $18 million gap in funding. The Bellwether Award for Innovations in Planning, Governance, and Finance award (a nationally recognized model) was the impetus for changes that led to greater transparency of documents, budget materials being designed in a more user-friendly format, and a more streamlined budget process. As actions are modified or designed to deal with potential adverse impacts of our operations or public concern, AC ensures that the affected parties, including suppliers, partners, community members, K-12, and university groups get involved in decision-making.

Where appropriate, AC considers environmental issues as a potential adverse impact on society and includes suppliers in the solution. For example, AC is in its sixth year as an American College and University Presidents’ Climate Commitment signatory, an initiative to reduce our carbon footprint. AC submits yearly greenhouse gas reports to Second Nature, the

organization that directs this commitment. Yearly reports include emissions on areas such as electricity, fleet fuel use, water and waste. Yearly usage is calculated and reported as CO2-equivalent metric tons from all of these sources (Fig. 7.4-13, 14 and 15). The importance of this environmental sustainability item is reflected in our SP scorecard (Fig. 4.1-3 – SO III, Goal E). Fig. 1.2-2 shows areas of potential societal impact and the processes we use to address issues and attain compliance.

The Legal Services unit is consulted regarding compliance, and the internal auditor regularly brings risk assessment issues and findings to the BoT such as those related to ongoing construction/ facilities audits and internal financial functions. The internal auditor conducted a needs assessment to determine the greatest areas of risk for the AC. Financial Aid, Veteran’s Affairs, and other units with direct regulatory issues are regularly audited by external agencies. The VC of Academic Success monitors the Texas Higher Education Coordinating Board (THECB) rules to ensure compliance with State of Texas legislation and policy. Other methods of listening and learning include those shown in Fig. 3.1-2 for our ongoing environmental scan. The Economic and Workforce Development (EWD) division listens and learns from external organizations and customers in order to manage risks and impacts resulting from adverse market trends. For example, EWD has the organizational responsibility to respond to the training needs of new companies relocating or expanding in San Antonio as well as responding to layoffs from San Antonio companies that are downsizing or closing. Processes to manage business needs include active listening to market developments in the area in close coordination with local and state agencies for economic and workforce development. This market intelligence is taken back to the DSO, colleges, and EWD staff who lead development and deployment of appropriate education and training responses

Figure 1.2-1 Governance System Key Aspect Key Measure Process Accountability for management’s actions

Accomplishment of targets for the Strategic Goals, assigned responsibility for strategic plan

Financial and process controls such as step-level approvals for hiring and spending limits, holding leaders accountable for attainment of Strategic Goals.

Fiscal accountability Expenditures vs. budget, audit findings

External & internal financial audit/review; Financial & process controls; Monthly Chancellor/PVC review.

Selection of BoT members Attendance and participation in monthly/committee meetings

Orientation for BoT members; BoT mentoring

Transparency in operations and selection/disclosure for Board of Trustee members and members of other policy making groups

Performance to KPIs Transparency - Publish outcomes from meetings. Posting important reports on ethics and compliance online, such as the Clery report and the Ethics and Compliance quarterly report. Selection/Disclosure – Employees/members are required to disclose financial holdings or potential conflicts of interest when hired and at all times thereafter if there is a change in status.

External and internal audit Independence

Findings from internal and external audits, reports, and recommendations

External auditors are retained by DSO to conduct annual financial, compliance and control audits for the BoT. Results are reported to district and college administrators, as well as the BoT. Internal auditors are independent of the district and college operations and report to the BoT. They have defined operating protocols set by the BoT. Established periodic review of critical district operations and reports are reviewed and approved by the BoT.

Protection of stakeholder interests

Performance on regulatory requirements (Fig. 1.2-2), program outcome measures

Student and employee grievance processes; Review of district success metrics; Procedures for supplier selection, e.g., bidding; Ethics Hotline

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offered by the colleges. 1.2b(2) Ethical Behavior

One of the organizational values is Respect for All which is communicated and reinforced with all employees as described in 1.1a (1). To assure that the organization acts accordingly, the Ethics and Compliance unit oversees our ethics program. Through open channels of communication, employees, students, and community can participate in improving the AC and help to promote a safe and ethical work environment. Annual ethics training reinforces the employees’ right to work in a positive environment and the individual’s responsibility for ethical behavior. An ethics hotline provides stakeholders an anonymous method for reporting issues. A systematic approach is deployed to ensure appropriate responses to reports of ethical violations. First, the ethics officer carefully evaluates all reported issues. An ethics committee, comprised of the ethics officer and representatives from HR, Alamo Colleges Police department, and Information Technology Services (ITS), research and investigate the issue. Once investigated and found to be a breach, appropriate action, up to and including termination, is taken. Every submission to the ethics hotline receives a response. Substantiated ethics reports from the hotline are submitted to the BoT quarterly and a full presentation is

made annually (Fig. 7.4-7). These ethics reports highlight the number of substantiated/validated reports compared to the total number of reports on an annual basis. According to NAVEX and The Network, Inc., two major hotline companies, the Alamo Colleges number of substantive reports is 50% below the industry average of 30 substantive reports per year. In addition, all employees are required to complete online ethics training annually, with completion acknowledged in the personnel file.

AC responds to breaches of ethical behavior by applying established procedures for Progressive Discipline (HR policy D.9.1) regarding Nepotism; Conflicts of Interest; Protection from Retaliation; Employee Complaints; Workplace Violence Notification of Misdemeanors; Separation from Employment; Conduct Constituting Moral Turpitude; the Faculty Code of Professional Ethics, and other areas. 1.2c Societal Responsibilities and Support of Key Communities 1.2c(1) Societal Well-Being

DSO is committed to the Community-Engaged value and, as such, engages in a number of programs for contributing to society. One approach includes the provision of community education centers at multiple locations, which

Figure 1.2-2 – Regulatory Environment Issue Regulator Measures Targets Process to Address Requirements

Financial and Controls Regulatory

GASB, External Auditor

Significant audit findings 100% compliance

Effective business practices

Institutional Accreditation SACS Compliance to Criteria with respect to District Operations

100% compliance

SACS accreditation requirements

Federal Regulations

Federal Human Resources Regulatory Issues (e.g., FLSA, Uniformed Service and Veterans Employment, COBRA, Fair Labor Standards, Patient Protection & Affordable Care, Title VII, Equal and Fair Pay Acts, ADA, Title VII Civil Rights, Various Anti-Discrimination, Sexual Harassment, Employment Eligibility Verification, Diversity/ Affirmative Action)

US Department of Labor, EEOC, FCC Fair Credit Reporting, Immigration and Customs Enforcement, Office of Contract Compliance

Complaints, Correct paychecks, Restoration of covered employees, Timely Notification, Training, Requests for service, Compensation analysis, Employment records, Correct paperwork (I-9, immigration and work authorizations, Violations, participation rate, retirements, claims vs contributions, Representation & distribution of minority groups in the workforce)

100% compliance, 100% compliance to plan

Polygraph Request, Payroll, Compensation Review, Leave, Employment, Benefits, Non- discriminatory Policies and Procedures, Awareness, Investigations, Employment, Records, Review of IC Requests, TPA Services, Benefits Plan Administration, Diversity Planning Process

Fire Safety NFPA Code compliance 100% compliance

Facilities Work Orders (Electrical, building, etc.)

US Office of Special Counsel (Whistleblower Protection Act)

US Office of Special Counsel

Filings, Violations 100% compliance

Employee Complaint Process

State of Texas Regulations

Texas Human Resources Regulatory Issues (e.g., Unemployment Comp, Labor Code, Employment Reporting, Open Records Grievances, Const. Rights, Workers Comp, Occupational Health, Health and Safety – Drug Free)

Texas Workforce Commission, Attorney General, Department of Insurance, Health & Safety Code

Unemployment reimbursement costs, training, complaints, timely reporting, response, grievances, due process, claim coverage, permits, leave use. workplace incidents

100% Compliance, zero incidents

Separation and unemployment insurance response, policy, investigation, payroll, new hires, open records request, complaints, pers. actions, workplace injury process, facilities work orders, awareness and EAP

Environmental (Environmental Quality)

TX Environ. Quality Comm.

Testing / Compliance / Permits 100% compliance

Facilities, Waste Disposal

Licensing Boards (Professional Licensure)

TX Professional Licensing Boards.

Timely licensing , CEU’s 100% required licenses

Employment Procedures, Training, Tracking

Local Regulations

Building Codes (Live Oak, Universal City)

City Code Depts.

Compliance 100% compliance

Facilities

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offer college awareness programs and support for adult learners. For instance, the Westside Education and Training Center (WETC), located in the heart of the Edgewood community, was opened as an avenue for community residents to attain entry-level occupation skills or increase technical skills to connect to jobs or higher education opportunities. The City of San Antonio, Edgewood Independent School District (ISD), the AC, and numerous community representatives are working together to bring this workforce specialty center model to the community. The WETC provides short-term workforce training programs, technical skill assessment, advising, career exploration and job search assistance.

The Strategic Planning and Performance Excellence (SPPE) unit conducts environmental scans and makes them available weekly to leaders across the AC to inform societal contribution decisions in areas of greatest need. The research drives responsiveness to the needs of the community, including the impact of layoffs and closing or relocating businesses.

As part of the institution’s commitment to improving the environment, the BoT approved an environmental sustainability policy based on national best practices. AC Policy B10.1 and Procedure B10.1.1, Environmental Sustainability, identifies seven areas of concentration to address environmental sustainability concerns: Sustainability Literacy; Energy; Air Quality; Waste Management; Water; Facility Maintenance, Renovation and Construction; and Purchasing. B.101.1 identifies methods and standards, performance measures, and goals for each of the seven areas for promoting environmental sustainability system-wide. A cross-college Environmental Sustainability Council was also established in 2011, and they are credited with bringing greater awareness to internal programs, such as recycling and external efforts such as collaborating with the Sierra Club and working to garner support for the City of San Antonio’s campaign to ban plastic bags. 1.2c(2) Community Support

Each year AC identifies the high-impact areas of focus that it will support with time, resources, and the employee giving campaign. AC supports the areas of underprivileged San Antonio citizens, business and industry associations, community education [1.2c (1)], and the broader education community in Bexar County. Through the Employees Giving Back campaign, the AC supports the community through three essential causes — The United Way, The Fund (San Antonio arts and culture), the AC Foundation (AC scholarships and programs).

The annual AC Employees Giving Back campaign allows employees to support their cause of choice. SL promote the campaign and set an example by giving at the leadership level. Through a targeted campaign, employee participation has increased every year. In 2009, participation was 13 percent, and it reached 40 percent in 2014 (Fig. 7.4-11). Other campaigns are reinforced by staff and others conducting fundraisers benefitting specific organizations such as the American Cancer Society.

AC key communities are those it serves in Bexar County and neighboring counties belonging to the AC service area. AC participates in supporting its communities and enhancing its core competencies, particularly Partnership Development, through broad involvement in business and community organizations such as the chambers of commerce, the Greater

Bexar P-16 Council, Alamo Workforce Council, and other community organizations. Rural and urban centers partner with the local communities to provide local access to the Alamo Colleges. This support of community education is described in 1.2c(1). SL also serve on local boards, such as United Way of San Antonio and Bexar County.

To support the broader education community, AC participates in a number of best-practice organizations for education such as the Quality Texas Foundation, AtD, the TACC, The American Association of Community Colleges, and the Association of Community College Trustees, the Community College Association of Texas Trustees, and Continuous Quality Improvement Network.

To further support and strengthen key communities, in 2012 the AC created a new position, Director of Community Partnerships. Since then, quarterly partnership dinners have been held and over the course of several years, superintendents and school board members representing over 28 ISDs and charter schools have participated in planning sessions with AC leadership. At the initial dinner, ten priority partnership strategies were identified by the K-12 sector leaders, which have driven the focus of subsequent meetings.

An additional example of community support is the Dual Credit Program which allows high school students to co-enroll in college courses for credit prior to high school graduation. College credits earned through dual credit can be applied toward high school and college graduation and can be transferred to other colleges or universities. Students may select from a variety of courses. Tuition is waived for this popular program, effectively providing over 9,000 high school students with a full scholarship (Fig. 7.1-7) to AC. CATEGORY 2: STRATEGY . 2.1 STRATEGY DEVELOPMENT 2.1a Strategy Development Process 2.1a(1) Strategic Planning Process

AC conducts systematic, iterative strategic planning every year to ensure appropriate strategy formulation and SPP improvement. The SPP provides direction and sets the priorities for the five DSO divisions and the five colleges. The high-level activities that occur each year as part of the ongoing SPP are depicted in Fig. 2.1-1.

The SPP includes the following strategic planning activities: 1) Review and reaffirm the MVV each year to ensure continued alignment and relevance in direction setting. 2) Core competencies (CC) are evaluated and updated annually by the PVC during dedicated strategic planning retreats. 3) Throughout the year SPPE conducts environmental scanning to collect input from the external environment and stakeholders about areas of potential impact on AC. Information about trends, shifts, needs, and risks is categorized, linked, and posted daily on the SPPE webpage. In a cycle of improvement, SPPE now “pushes” environmental scan information to all DSO and college leaders through emails containing scan links and highlights sent several times a week. Areas covered by the scan are shown in Fig. 2.1-2. Prior to the AC stakeholders’ strategic planning retreat held in February, stakeholders review scan information to enable data-informed planning.

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Figure 2.1-1 Strategic Planning Process

4) Input from AC stakeholders is gathered through an online survey of strengths, weaknesses, opportunities, and threats along with the identification of priorities and competitive factors. The resulting SWOT analysis report (AOS) is forwarded to participants in advance of the stakeholders’ strategic planning retreat and posted on the webpage and intranet. 5) Suppliers and other stakeholders are engaged in planning through continuous interaction with VCs and supervisors. For example, additional input from the community was received through a recent initiative to develop student leadership competencies. AC met with the city Mayor and key business leaders to define the competencies identified by business and industry leaders as essential for a skilled workforce. This community engagement led to the inception of our second strategic objective of developing principle-centered leaders. 6) During the AC stakeholders’ retreat, priorities and strategies are identified in support of our short- and long-term goals (Fig. 2.2-2). Stakeholders identify needs/priorities/strategies and provide their voice for setting the organization’s direction. Attendees include DSO workforce (chancellor, VCs, AVCs, directors, staff, and other leaders); key DSO customers, including college presidents, vice presidents (VPs), faculty and staff and their senate/councils; student representatives, including leaders of student government; and community members such as advisory councils and key business/industry customers. 7) The information gathered during the stakeholder retreat is later reviewed by the PVC, while leveraging CC, and used along with the BoT priorities to establish or reaffirm long-term strategic objectives and goals. Subsequently, DSO and the colleges use this information to align and drive their strategic planning efforts. 8) Each summer, the PVC reviews/updates SP KPIs while DSO divisions and units and the college presidents define/refine their

metrics aligned to those KPIs. Benchmarks are also identified for KPIs, and annual performance targets are set. 9) AC ensures full alignment of all 53 DSO units with its strategic direction by developing SP-aligned unit APs. These APs, built by each DSO unit, identify unit goals, strategies, action items, KPI metrics, targets, and available benchmarks. 10) Throughout the year, AC tracks and evaluates performance results, posts the progress on the intranet and Weave, and shares this information with the BoT and the public. Prior to the next planning cycle, SPPE evaluates the entire SPP using feedback and FOCUS PDCA, identifies potential improvements, and implements changes. The implementation of Data Days in December 2012 is an example of SPP review and improvement. During Data Days, all DSO units present their performance

accomplishments and innovation approaches to DSO and college leaders to share best practices and promote cycles of improvement. The fourth annual Data Days event will occur in January 2016.

The longer-term planning horizon for the SP is three years with annual SP updates. The BoT sets this long-term planning horizon to allow AC to complete major projects, while still providing a perspective that allows AC to proactively identify strategic opportunities (SO) and emerging threats. The SP goals represent long-term plans, and DSO unit APs are the short-term (annual) plans.

AC addresses the potential need for transformational change by infusing the SPP with environmental scan and SWOT analysis information and by engaging the workforce, customers, partners, and collaborators via the strategic planning retreat in the synthesis and analysis of existing issues, concerns, and processes. DSO also systemically collects, analyzes, and reviews data and promising best practices from local, regional, and national peers to inform our change agenda in alignment with the SO and vision. AlamoADVISE is an example of peer best practice initiative adoption.

The prioritization of change initiatives is an iterative process: 1) During the strategic planning retreat, stakeholders rate and rank potential initiatives; 2) the PVC, on follow-up retreats, reviews this feedback and prioritizes strategies; and 3) the BoT finalizes, adopts, and reinforces its prioritized listing through its deliberations and resulting Charges to the Chancellor.

The thoroughness of the SPP and performance reviews contributes to organizational efficiency and sustainability and operational flexibility. Regular analysis of performance and availability of resources allows SL to make data-

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Figure 2.1-2 Key Inputs to Strategy Development

informed decisions to address external factors and meet the established and unexpected needs of customers and other stakeholders in a timely manner.

Approaches to ensure organizational agility include (1) Continuous environmental scanning to identify needs for course changes; (2) Flexibility built into the budget to change course or start new activities as fitting; (3) Process improvement focus for more efficient and effective processes to adapt as needed; and (4) Monitoring performance measures to identify needs and risks. To reinforce flexibility and model best practice, the SPP was evaluated using FOCUS PDCA with CVC members. 2.1a(2) Innovation

Reflecting two of its CC (Innovative technology and Driving adoption of innovative practices), DSO leaders are encouraged to incorporate approaches for innovation while focusing on their customers’ requirements and the changing environment to achieve the three strategic objectives and execute APs. To support the business model, AC stimulates and incorporates innovation in two areas: in-house development of innovative approaches that will lead to breakthrough improvement and adoption/adaptation of external approaches. This helps services/programs stay current and grow through new technologies and the introduction of new or modified methods while meeting our customers’ needs. Innovations in the current

SP include the deployment of the AW, a policy started in 2011 to foster student success, principle-centered leadership competencies for employees and students, and continuous performance improvement. Additional innovation examples include the adoption of 4DX as a tool for focused strategy execution; the implementation of a Budget Alignment Methodology (BAM); the in-house development of interactive gaming as a tool for team building and dissemination of the AW; and the design of AlamoENROLL, AlamoADVISE, MyMAP, and AlamoINSTITUTES by consolidating and adopting best and promising student support/ success practices from leading colleges across the nation. In 2012, AC received the prestigious Bellwether Award from the Community Colleges Futures Assembly for its outstanding and innovative BAM (AOS).

Through environmental scanning, DSO leaders identify SO, including those for innovative business growth. SO and priorities are also identified through SWOT analysis. To determine which SO are intelligent risks worth pursuing, SL analyze stakeholders’ recommendations in the SWOT analysis, benchmarks best practices from peer institutions, develops action plans to deploy new initiatives and then announces the decision/approach to the AC community following weekly SL meetings. MyMAP, AlamoADVISE, AlamoENROLL, and AlamoINSTITUTES are each examples of SL acting on SO. The key SO are listed in the footnote of Fig. 2.2-2. 2.1a(3) Strategy Considerations

To collect and analyze relevant data and developing information for the SPP, DSO capitalizes on increasingly complex and larger amounts of data and information (Fig. 2.1-2) AC makes substantial investments in data mining, cleansing, and analyzing and using business intelligence tools. Some of these tools include SAS, Argos, data warehouse, DegreeWorks, Civitas (predictive analytics), and Banner Workflow. IRES also consolidates large data sets, research reports/studies, and survey results into consumable Research Briefs housed in a central repository along with institutional research studies, reports, KPIs, and metrics.

SL identify strategic challenges (SC) and strategic advantages (SA) during strategic planning retreats through prioritization of key SWOT elements and discussions based on environmental information. This helps to continuously improve key planning inputs that can help provide insight into unknown issues and risks to organizational sustainability. For example, when the completion (graduation) agenda became the priority from the State of Texas and the City of San Antonio, 4DX was deployed to increase the number of graduates.

In support of the third strategic objective and under Baldrige Framework guidance, DSO analyzes relevant data/information to prepare for potential changes in the regulatory environment. DSO Ethics and Compliance maintains a listing of regulatory agencies associated with AC and assigns ownership to key personnel who are responsible for monitoring and managing changes. In addition, weekly SL meetings and regular contact with stakeholders keep the organization abreast of and prepared for changes in the regulatory environment.

Environmental Scan Area Content Sources

Demographic Trends

• Student/community demographic shifts; • Educational attainment; • Migration patterns; • Social and cultural changes

• US Census; • Student census; • Industry news; • Open literature

Educational and Student Trends

• Early indications of risks and shifts in educational programs and offerings;

• Changes in student and stakeholder needs and preferences for educational services;

• Innovation trends in teaching and learning

• Industry sources; • Benchmarking; • THECB; • Open literature; • Surveys with

students/ stakeholders

Economic Trends

• Industry performance and forecasts; • Labor demand and supply; • Employment and employer trends; • Salary/benefits analysis; • Economic impact of AC on the region

• News; • State agencies’ releases; • Workforce survey

assessments; • Open literature

Fiscal Trends

• Risks/shifts in state and federal funding; • Evaluation of financial and other

resources for the SP; • Factors affecting the sustainability of AC

• News; • Open literature; • State and local agencies

Technological Trends

• News and forecasts of technology risks/shifts;

• New technology impact on education and the financial stability and sustainability of AC

• IT industry news; • Education industry

news

Political Trends

• Emerging city, state, and national political issues and regulatory requirements

• News

Legislative and Regulatory Trends

• Early indications of risks associated with the Texas Legislature and the national regulatory environment

• Industry news; • Information from

regulators, contacts

Peer Institutions & Competition

• Risks associated with competition; • Performance monitoring of peer

institutions

• News; THECB; • Database searches • Benchmarking

Employee Focus

• Trends in HR; • Workforce satisfaction and engagement

trends; • Issues in hiring, retention, succession, an

professional development

• News; • Open literature; • Benchmarking

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To identify potential blind spots during strategy development, DSO remains informed of potential threats and challenges through the daily environmental scan. Also, ongoing interaction with and input from key stakeholders assures that DSO remains current in areas of greatest risk to the organization. Through partnerships with business/industry, community, and local, state, national, and international organizations and governments, AC has secured a foothold in emerging workforce development, learning, and career needs. This allows AC personnel to serve on legislative committees, become well informed about opportunities and threats, and be on the cutting-edge of change.

DSO systematically ensures the ability to execute the SP by providing sufficient resources. For key strategic initiatives, multi-disciplinary teams are formed and adequate human and other resources are allocated to projects to ensure successful execution. Each of these teams includes members of the PVC who review and approve the plans to make resources available. SL also ensure the ability to execute the SP by 1) providing specific leadership for each AP, 2) aligning assignment of APs to areas with similar duties, and 3) having a tiered system of reviews at the supervisor, leadership, and PVC levels for accountability and AP modification as needed (see Item 2.2). An example of this approach is the Dual Credit priority (AOS). 2.1a(4) Work Systems and Core Competencies

DSO has three work systems: Leadership System, Student Systems and Support Systems (Fig. 6.1-1). Within the three systems are nine process families. The DSO work system model (Fig. 6.1-2) depicts systems through which all AC strategies, APs, and measures are deployed. This model begins in the leadership system where strategic objectives and goals are identified. This model reflects the system paths where processes lead to outcomes. The workforce, key suppliers, partners, and collaborators deliver services to customer segments through the Student Work Systems and the Support Work Systems. Data/information from measures are captured, reviewed, and used as key inputs into the SPP to help identify the need to analyze, design or modify key work systems and processes.

The DSO work system philosophy centers on collaboration, efficiency, and effectiveness. The organizational MVV provide focus for the work systems. DSO expects and plans our work systems to support our three strategic objectives in service to the colleges and other key stakeholders. In its primary role as providers of services, DSO creates work systems and discrete processes to support the growing needs and offerings of the five colleges. The PVC receives input from college and DSO personnel and other stakeholders through its listening posts (Fig. 3.1-2). The need for new or modified work systems, those that begin and end with the customer, can be identified through numerous sources such as a request from a stakeholder, a benchmarked best practice shared by any employee, or a performance efficiency improvement need or initiative identified by the PVC. When the need for new services or gaps in services are identified, the PVC first determines whether the services should be provided through current systems. The CVC incorporates feedback from multiple stakeholders including college presidents, suppliers, partners, and collaborators; conducts an assessment of internal capabilities and capacity; and evaluates performance. The CVC then evaluates the effectiveness of the current work system and makes appropriate

changes, if necessary. The PVC decides when to outsource a key process based

on comparative cost analysis and the identification of the CC of existing and potential suppliers and partners to ensure value creation for DSO customers. An example of a recent decision to outsource is the Call Center, the place where incoming calls from students and the public to the colleges are directed. The CVC identifies future core competencies and work systems by analyzing generated ideas and consensus around themes of needed competencies as well as from areas of desired strategic direction and growth. For instance, the PVC identified that while AC is very good at strategy development, the organization was less effective at strategy deployment. Understanding this weakness allowed SL to identify the 4DX approach to execute strategy effectively. 2.1b Strategic Objectives 2.1b(1) Key Strategic Objectives

The three overarching strategic objectives (aligned to the AW) and their corresponding goals (long-term plans) have been defined through the systematic SPP. They are shown in Fig. 2.2-2. Timetables for completion are embedded in action plans. The goals represent the planned key changes to services, customers, markets, suppliers, and operations. 2.1b(2) Strategic Objective Considerations

To balance varying and potentially competing organizational needs, AC has adapted the strategic objectives to the three AW elements (student success, principle-centered leadership, and performance excellence) to redouble focus on the highest priorities while taking into consideration the SC, CC, SA, and SO. Through systematic approaches, the three strategic objectives and corresponding goals achieve the following: • Address SC. DSO analyzes the various inputs captured through the environmental scan to update SC and ensure that they are addressed every year when the organization defines or reaffirms the strategic objectives, goals, and key APs. Linkages are shown in Fig. 2.2-2. • Leverage CC, SA, and SO. During strategy development (Fig. 2.1-1), CC and SA are leveraged by aligning them to the SO, strategic objectives, and strategic goals for innovation in services, products, and operations. AP execution demonstrates an effective leverage of CC, SA, and SO. Fig. 2.2-2 demonstrates how the strategic objectives align to and leverage the CC, SA, and SO. • Balance short and longer terms. SL balance short and longer terms through the use of a strategy map (AOS). Organizational priorities are identified with baseline, one, two and three year targets. These strategy maps are located throughout the organization to remind stakeholders of short and longer term targets. • Consider the needs of all key stakeholders. DSO ensures that its stakeholders are involved in the strategic (SP) and operational (SIPOC, AP) planning. It monitors evolving stakeholder expectations to ensure that their needs and concerns are considered and balanced when formulating, implementing and re-evaluating strategic objectives, goals, and strategies. 2.2 STRATEGY IMPLEMENTATION

The integrated planning model (adapted from Patrick E.Below et al.) enables organizational communication and

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integration by relating strategy to operations to performance results (Fig. 2.2-1). Figure 2.2-1 Integrated Planning Model

2.2a Action Plan Development and Deployment Sample longer-term APs (“goals”) are shown in Fig. 2.2-2.

These plans are further broken into short-term APs by each DSO unit. Some key APs are shown in Fig. 2.2-2. 2.2a(1) Action Plans

Annual APs are implemented by DSO units to achieve unit goals in the short term and support its longer-term plans. With VC support, SPPE personnel coach unit leaders and their teams on how to complete SIPOC forms to identify suppliers, inputs, processes, outputs, customers and their requirements, OFIs, measures of success, and unit targets. SIPOC information is used to complete SP-aligned unit APs including goals and strategies.

Measures and their targets are defined for each strategy. Action items (activities and tasks), owners, required resources, and timelines for execution are also included. DSO units complete their APs before the start of each fiscal year. SPPE manages WEAVE, a cloud-based strategic/action planning application used by DSO units to create/post APs, align them to the SP, input implementation progress and data, and ensure coordination, sharing, and reporting across DSO. A matrix of linked SIPOC forms, unit APs, and unit key metrics is posted in the Alamo Share intranet for unit leaders and SL to monitor and share. The strategic goals identified under each strategic objective in the SP represent the key longer-term plans. Samples of short-term annual APs aligned with those goals and strategic objectives are shown in Fig. 2.2-2. AP results are included in Fig 7.4-16. 2.2a(2) Action Plan Implementation

After development, APs are deployed by DSO leaders through unit team meetings and other communication approaches. APs are updated with results and action item progress data and modified during the year. In a cycle of learning, 4DX, an innovation for strategy implementation was adopted by the PVC and DSO/ college unit leaders to prioritize goals (lag measures), leverage leading measures, maintain transparent performance scoreboards, and hold accountability/support meetings. To ensure that their capabilities are incorporated and their commitment is understood, suppliers and other stakeholders are included in the AP process. For example, Student Success is working with vendors to identify tracking software that will assist advisors and faculty to support students as they move them towards graduation, the WIG.

2.2a(3) Resource Allocation The systematic budgeting process ensures that financial

and other resources are available to support annual implementation of APs. DSO ensures that the key outcomes of APs are sustained by assessing customer feedback, costs, and benefits and by incorporating needed changes into processes. This, in turn, secures ongoing resource commitment. The operating expense budget calculates budget allocations by function (instruction, academic support, student services, institutional support, and operation and maintenance) using a standard workload allocation formula (AOS).

In FY 2010, a financial viability paradigm shift changed how DSO and the colleges operate at the administrative, operational, academic, and student support levels. At that time, AC faced a significant financial challenge: 28% enrollment growth during a four-year period, construction of 1 million ft2 in new facilities including a new college, and a 23% decrease in state funding. With 80% of the budget tied up in employee-related costs and a goal of avoiding layoffs, AC needed to engage the workforce in reshaping operations and closing a $30 million budget gap in FY11 and FY12. An innovative BAM (AOS) was implemented to engage stakeholders in addressing budget challenges while striving to improve student success (our first strategic objective). The BAM has been improved to include a tighter alignment to our strategic initiatives and a renewed focus on savings for future investments. AC successfully balanced the budget four consecutive years, even after a decline in two of three revenue sources (state and tax funding). The BAM has been established as a continuous cycle to manage financial risks and ensure financial viability. 2.2a(4) Workforce Plans

To support strategic objectives and APs, the HR/OD team manages a multi-year HR People Plan based on stakeholder input to establish workforce goals and priorities. The HR People Plan elements are organized into 7 Plan Goal areas: 1) Talent, 2) Engagement, 3) High Performing Teams, 4) Learning Organization, 5) Culture, 6) Stakeholder Collaboration, and 7) HR/OD Flywheel to support the People Plan vision: Best People, Best Practice, Best Place to Work. Support of strategies within each goal area directly aligns to the AC SP and WIG. Performance targets are set and results are measured against national benchmarks drawn from the annual PACE employee survey and employer workforce assessment surveys conducted annually by CUPA, BLS, ATD, DOL, and SHRM and by calculating Net Promoter Score (NPS). To date, the HR People Plan has undergone three cycles of improvement to enhance stakeholder input, incorporate NPS, and include benchmarking to national workforce standards. Performance against targets has continuously improved over that period (7.3).

Employee and organizational development strategies to build workforce capabilities include principle-centered leadership development (second strategic objective) for every employee; 4DX mastery to achieve the AC WIG and develop accountability; project management proficiency for project teams; and Crucial Conversations to improve interpersonal communication. Workforce capacity analysis is conducted annually to identify over- and under-utilized

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Figure 2.2-2 Strategic Plan Integration Strategic

Objectives Sample Long-Term Goals (three years) Sample Action Plans and Results SC CC SA SO

I. Student Success: Provide academic and student support and align labor market-based pathways with a focus on Achieving the Dream to achieve student completion.

A. Leverage and strengthen engagement with P-12 partners to improve the college-readiness and transition of students from high school to college and to work/careers.

Advance College Connection program (Figs. 7.1-9 & 7.1-10) 2 3 3,5 4,5

B. Increase overall student performance by closing performance gaps between ethnic/racial, gender and socioeconomic groups.

AC Mobile GO Center recruitment (Fig. 7.1-8) 2 1,2 3,4

,5 1,5

C. Deploy and improve the MyMAP student experience to integrate advising, support and academic progress.

Deploy MyMAP 2,4 1,2,4 3 1,3,5

D. Provide an aligned, comprehensive approach to accelerate the completion of required AlamoPREP and AlamoREADY to accelerate students’ progress toward academic/career goals.

Deploy AlamoPREP Deploy AlamoREADY 1,2,4 1,2,4 3 5

E. Define, align, assess, and improve student learning outcomes/competencies for all academic & workforce programs.

(Implemented by the colleges, not DSO) 1,4 1,2,4 5 1,2

F. Organize and deploy the Alamo INSTITUTES to align our instructional system to labor market demand and career pathways.

Increase access to AC Academies (Fig. 7.1-3).

1,2,3,4

1,2,3,4

3,4,5

1,23,5

G. Increase performance (retention, graduation, transfer, job placement) of all students to exceed the state and national average levels.

Student Success Policy F.6.1 (Figs 7.1-2, 7.1-11 through 14)

1,2,4 1,2,4 3,4,5

1,2,5

II. Principle-Centered Leadership: Provide opportunities for AC students and employees to develop as principle-centered leaders.

A. Incorporate personal and social responsibility, global citizenship, critical thinking, and life-long learning as the framework of principle-centered leadership into the culture and curriculum of the AC.

Improvement in CCSSE and NILIE PACE Results (Figs. 7.4-19, 7.4-20)

1,4 1,4 1,5 1,2,5

B. Promote data-informed innovation, intelligent risk taking, and entrepreneurship with a focus on action, value, and the future.

Improvement in CCSSE and NILIE PACE Results (Figs. 7.4-19, 7.4-20)

1,4 1,4 1,5 1,2,3,4,5

C. Build and foster a system that allows us to model two-way internal communication with students and employees to improve collaboration, teamwork, and build trust to promote leadership.

Improvement in CCSSE and NILIE PACE Results (Figs. 7.4-19, 7.4-20)

4 1,3 1,5 -

III. Performance Excellence: Continuously improve our employee, financial, technological, physical and other capacities with focus on effectiveness, efficiency, and agility.

A. Deploy performance excellence (Baldrige) approaches to ensure organizational sustainability through use of data, continuous improvement & efficient and effective work systems.

Increase TAPE overall weighted score (AOS); 4DX WIG achievement (Fig. 7.1-1)

1,4 1,4 1,2,5

1,2,3,4,5

B. Build talent and engage employees with a focus on collaboration, knowledge/skills, and high performance teams.

Increase overall PACE climate score (Fig. 7.3-10) 15 1,4 1,4 1 2

C. Ensure sound financial management with emphasis on cost containment.

Increase composite financial index (AOS) 1 1 1,2 4

D. Innovate and maximize technology to support student and employee success.

Improve ITS key systems availability (7.1-28) Ensure student satisfaction

(Fig. 7.2-3)

1,3,4 2 1,2 3

E. Develop environmental sustainability initiatives and processes. Increase energy savings (Figs. 7.4-12, 7.4-13, 7.4-14, 7.4-15) 4 1,4 1 5

F. Improve partnerships and alliances by two-way communication with external communities.

Partnerships growth (MOUs and/or contracts) (Fig. 7.5-9). 4 3 1,3

4,5 1,45

Strategic Challenges (SC): 1. Ensure quality and effectiveness with decreased funding; 2. College readiness of incoming students; 3. Online competition; 4. Increased public expectation of performance; Core Competencies (CC): 1. Organizational efficiency and sustainability; 2. Innovative technology to support administrative, academic, and student support operations; 3. Partnership development and stewardship; 4. Driving adoption of innovative practices.; Strategic Advantages (SA): 1. Board leadership and policy governance; 2. Financial stability; 3. Secondary, university, and business partnerships; 4. Regional economic development provider; 5. AC reputation and community support. Strategic Opportunities (SO): 1. Establishing articulation agreements with four-year institutions; 2. Addressing workforce needs; 3. Leveraging technology; 4. Addressing annexation leading to increased enrollment and revenue; and 5. Strengthening our partnerships and the exchange of data and information with our feeder/receiving schools, suppliers, partners, and collaborators.

staffing levels based on budgeted workloads and staffing metrics that are monitored and reported in monthly staffing ratio reports.

Staffing adjustment strategies, such as retirement incentives and reorganization, are then improved and incorporated into the People Plan. Individual and team capacity and capability development needs are identified annually through needs assessments and the employee performance evaluation process. Cycles of improvement in capacity alignment are evident in the successive refinement of the retirement incentives program over the last three cycles in order to realign capacity to the WIG rather than reduce total full-time equivalent employees.

2.2a(5) Performance Measures Each DSO unit has established specific key metrics to

monitor progress in AP goals and strategies. Unit key metrics are included in Fig. 4.1-3. The key metric common to all DSO units which is used to track service effectiveness is customer satisfaction. Key metrics are aligned to strategic objectives and goals in the Strategy Alignment Matrix (AOS in Alamo Share intranet). This matrix ensures that all key areas of the APs are measured and have appropriate targets. The measurement-analysis system reinforces organizational alignment and covers all key deployment areas and stakeholder groups.

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2.2a(6) Performance Projections Short-term performance projections (annual AP targets) are

made by benchmarking and working with DSO and college customers when creating/completing annual APs. During this activity, DSO leaders also determine projections for the next three years to ensure continuous improvement and alignment to strategic objectives. A strategy map with the highest level performance targets is AOS. APs with short-term and longer-term performance projections are available in Alamo Share. These longer-term performance projections derive from desired performance based on best-in-peer-group and best-in-state comparisons. 2.2b Action Plan Modification

Through environmental analysis, DSO identifies changes that may require shifts in plans and rapid execution of new ones. When significant changes occur, the PVC reviews the situation and quickly identifies needed changes to those plans. An example is the development of the AlamoINSTITUTES which guide the students’ selection of courses to match the requirements of receiving institutions. At the operational level, when required, DSO unit AP owners work with their teams and corresponding VC to make the necessary AP modifications and allocation of resources to meet customer requirements, address environmental changes, and accomplish the plan. The AP leader notifies all involved internal and external parties of the changes through the same mechanisms used to deploy APs. Deployment of the WEAVE software tool for strategic and action planning has made the creation and modification of AP strategies easier, transparent, and more integrated.

For example, when planning a large manufacturing facility in San Antonio, Toyota was concerned that a workforce pool did not exist in the area. In response to this challenge, DSO utilized a $12 million grant from the Texas Workforce Commission to implement manufacturing training programs that met Toyota international production standards. AC established advanced manufacturing training programs at two of the colleges while hiring over 15 adjunct faculty members trained and certified by Toyota. All 2,000 employees hired by Toyota completed an average of 120 hours of training. In response, Toyota adopted a positive perspective about workforce availability in the area and used the AC team as a key member of their Economic Development Business Recruiting team. They understood AC’s ability to be agile in meeting their requirements CATEGORY 3: CUSTOMERS . 3.1 VOICE OF THE CUSTOMER

DSO obtains information from the colleges and other stakeholders through listening and learning methods to capture customer-related information. The student success agenda guides the DSO responses to the colleges’ needs which are informed by the needs of other customers and stakeholders. DSO uses the information gathered to respond to customer needs through processes deployed across the DSO units and the cross-college teams. The manner in which DSO listens to customers is described in Fig. 3.1-2. 3.1a. Customer Listening 3.1a(1) Current Customers

DSO has a systematic approach including formal and informal listening and learning methods (Fig. 3.1-2) to capture and use the VOC to serve the colleges in meeting the educational needs in its service area. The methods address the requirements of the colleges, students, and other customer and stakeholder groups.

Figure 3.1-1 Voice of the Customer Process

To support students who are served directly by DSO units such as the Bursars offices, financial aid, and the regional education and training centers or indirectly by facilities and police, DSO collaborates closely with the colleges to gather student information to identify college and student needs. As shown in Fig.3.2-2, each VC regularly meets with cross-college teams of leaders from the colleges to capture voice of the customer by enabling the colleges to make recommendations on key decisions. Concerns collected during PVC meetings or in cross-college team meetings are analyzed and appropriate changes may be addressed by the cross-college team or could be reviewed by the PVC and addressed through a VOC process (Fig. 3.1-1). For example, the VCs for Academic Success and Student Success meet twice a month with the VPs of the colleges. In 2012 in a cycle of improvement, the VCs of Academic Success and Student Success, listened and worked with college faculty and staff to create MyMAP (Monitoring My Academic Progress.) MyMAP is an innovative, comprehensive flow of the student’s experience from initial interest in AC through completion of certificate or degree. The four components of MyMAP are Connection, Entry, Progression, and Completion identifying the student life cycle. The VCs led the development of AlamoADVISE, a comprehensive monitoring and advising model integrated with MyMAP that begins with prospective students and continues through a case management advising model. Each student’s progress is monitored toward completion while involving continuous communication with advisors and faculty mentors. Complementing AlamoADVISE is AlamoINSTITUTES which is the academic model that provides six career pathways, combines the available transfer and workforce programs across the colleges in each Institute, and offers advising which ultimately leads to a 4-year degree at local universities. With these models, AC demonstrates a systematic process to listen to and assist students through their lifecycle at the AC. DSO is leveraging its core competency of innovative technology to assist in working with 60,000 plus college students throughout their academic and technical experience at the AC to increase their likelihood of success. Increasing the success of students is a key expectation of the colleges.

The VCs also work with college leaders to guide the implementation of the Board’s policies, completion of the BoT’s Charges to the Chancellor, the SP, and the state

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legislature requirements. Through specific agendas, the cross-college teams address the colleges’ needs and make just-in-time adjustments in processes affecting students’ programs and services. Examples include the college calendar and the semester registration schedule. The college teams submit requests for action at these cross-college team meetings. Topics might include application processes, continuing registrations, or completion requirements for graduation. Decisions made at these cross-college meetings can immediately impact the services to the colleges. For example, as an improvement to communication in 2014, academic success and student success began monthly joint meetings to discuss items that impact both instruction and student success. As members of the PVC, the VCs report many of the discussions and decisions made by the cross-college teams either as information or for further discussion with the college presidents before decisions are made. These presentations ensure a two-way communication structure between DSO and its primary customers, the colleges. Another example of this type of communication is the VC for Planning, Performance, and Information Systems who regularly meets with DSO and ITS leaders based at the colleges to address technology issues identified by the college customers. When upgrades are made to hardware or software such as ACES, which impacts academic instruction at the colleges, the ITS team works with the colleges’ teams to ensure no disruption in services to students. In 2012, when the colleges expressed a need to make it easier for students to access email and web sites, the ITS team built a portal for students to directly access email and other information. The system is called ACES. In a cycle of refinement, that portal was upgraded in 2015 to provide easier access to college services for students. In addition, the ITS team created the quick links “MyPage” and “MyCourses” where students can easily find information related to transcripts, financial aid, degree plans, current courses, holds, dropping/adding classes, academic profile, and the personal college experience. These improvements are interventions that contribute to our WIG – increasing graduation -- and were developed and recommended by the cross-functional teams.

DSO uses social media and web technology approaches to increase the colleges’ and DSO’s communication with students, the community, and other customers and stakeholders. In 2013, the Public Relations unit hired a social media specialist to work with the colleges’ PR units to expand the reach in the community for current and prospective students and other customers. Various units, including International Programs, SPPE, and Communications, use Facebook as a means for two-way communication with the colleges, students, and other potential customers. (Fig. 7.2-11)

DSO listens to the colleges’ needs around the students’ admission and registration stages. An example is the process for student tuition payments. When the AC transitioned to the Banner student system in fall of 2010, student payment problems were identified. Using feedback from the colleges and students, the Business Office implemented an online payment plan in 2011 and an additional option for installment plans in 2012 to allow check, debit, and credit card payments online by students (Fig. 7.1-31). Continued enhancements were made, based on VOC input in 2013 and 2014, to tighten the tuition payment schedule thereby opening up seats during the registration period.

DSO seeks immediate and actionable feedback from partnerships with P-12 stakeholders through regular feedback sessions. Annual feedback sessions with these stakeholders have been held for several years to gather dual credit information from the area ISDs. In 2013, the Chancellor's office began to hold quarterly dinner sessions to strengthen the partnerships with public schools in its service area and to collect and analyze qualitative data to address improvements. In 2015 these quarterly sessions were expanded to include presentations and discussions on topics that are of concern to both ISDs and higher education such as leadership and quality approaches to leading. Concerns collected during the quarterly meetings are reviewed by the VCs and presidents to determine which can be addressed through changes in processes. Dual credit is an example of an area targeted for improvement. These changes may be addressed through PDCA process with the colleges’ dual credit liaisons or with one or more of the DSO units. While meeting the needs of the stakeholders, the DSO is also addressing the expectations of the colleges.

The VC for EWD captures a wide range of information from the colleges, responds to the requests of business and industry and other stakeholders, and works collaboratively with Workforce Solutions Alamo (the regional Texas workforce council), City of San Antonio, Bexar County, and the State of Texas Economic Development offices. EWD participates in the community talent pipeline labor market information committees (LMI), Chamber of Commerce, employer networks, and associations which all provide important forums for listening, attaining, and interacting with customers. These communication pipelines allow DSO to achieve the goal of aligning our instructional system to labor market demand and career pathways.

The EWD division listens to and collaborates with Workforce Solutions units to align Texas Workforce Commission (TWC) and Workforce Solutions–Alamo (WSA) labor market data with local workforce data provided by area business and industry needs, ultimately impacting economic development. To link industry skills and hiring requirements with grant opportunities at the state and federal level, the EWD staff gathers feedback from the colleges and community stakeholders through the Perkins Workforce Development Plan process as a means to strengthen colleges’ workforce development programs and curriculum to offer to business and industry. The process serves the business community and serves the colleges. For example, when a new technology company in San Antonio identified a need for training, EWD applied for and obtained a $4.7M grant that assisted in training new hires for that company through one of the colleges. EWD also worked with the San Antonio Manufacturers Association (SAMA) to develop an industry certification program for Veterans, the Manufactures Skills Standard Council (MSSC). The Just in Time MSSC produced over 150 MSSC certified skilled technicians and job opportunities for veterans. This program was awarded the National 2014 LERN Award for Instructional Innovation. These are examples of how the EWD listens to customers to create training opportunities for the colleges. Through the colleges’ CE departments, almost 9000 CEU and 11,000 non-credit workers are trained annually.

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In 2013, to improve the response time for addressing business needs, DSO added a Corporate College unit creating contract training as an option for customers. These examples illustrate how DSO utilizes its many listening posts to follow up with students, business/industry customers, and other stakeholders to drive improvements. Listening methods vary for different types of customers across the life cycle of their relationship with the DSO. DSO units seek immediate and actionable feedback from the colleges and students on the quality of their services and leaders use the results to improve the quality of services. Each unit determines the most effective timeframe for reaching out to the colleges and other customers for feedback. Some request feedback with each transaction; others choose to follow up at the end of each semester, quarterly, or at some other regular interval. In addition to using this regular feedback process and making just-in-time changes, the DSO units share the results during the Data Days report outs. 3.1a(2) Potential Customers

Potential customers are the colleges’ prospective students and new or established business/industry organizations with training needs. Collaborations and partnerships with ISDs and local universities across the AC service area contribute to enhancing our competency of partnership development. Through frequent PVC and other key meetings and our systematic listening/learning approaches (Fig. 3.1-2), the Chancellor, VCs, AVCs, and directors continually share the voice of students and that of former and current business and industry customers to determine how well AC continues to meet customer requirements. For instance, the VC EWD sits on numerous city and county workforce boards and commissions. In addition, other EWD leaders gather information from business and industry representatives about what new industries are coming to San Antonio and how AC can meet their needs for trained workers. The VC monitors trends and information related to high demand occupations, local industry needs, and the labor market. Businesses seek such information before making a decision about growth or relocation. In 2015, San Antonio’s mayor named the Chancellor to lead SA Talent for Economic Competitiveness (SA-TEC) which is a regional initiative intended to create a pipeline from colleges into the workforce, thereby meeting employer needs.

The VCs of Academic and Student Success are in regular contact with ISDs and universities to learn what is required from the Alamo Colleges to better serve students from high school graduation through completion at the universities. By improving the relationships with the ISDs, 4-year institutions, and potential and former students, the DSO is meeting the needs and expectations of the colleges. These types of collaborations make AC agile and provide the capacity to upgrade skills of the local workforce to meet the needs of businesses and industry. In 2013, the VCs began to work with several ISDs with low percentages of students attending college to create more dual credit opportunities in the career-technical areas. As a result, multiple new early college high schools were opened in 2015 (Fig. 7.1-4). DSO guides these initiatives and the result is a consistent, high-quality, comprehensive program available to increase access to higher education and improve student success.

The VC of Student Success is involved in recruiting new students for the colleges through the Mobile Go Center (MCG)

(Fig. 7.1-8), the College Connection program (Figs. 7.1-9 and 7.1- 10), Student Leadership Institute (SLI) (Fig. 7.1-15), and an AC presence on military bases. All of these programs provide opportunities to hear from and provide outreach to potential students, parents, and communities while growing enrollments at the colleges. Figure 3.1-2 Listening and Learning Methods Listening/Learning Method C S B T P

/16 PVC Meetings (weekly) X

VP/Vice Chancellor Meetings X

Cross-College Councils/Team Meetings (at least monthly)

X

BoT Meetings (bi-monthly) X X X X X

Chancellor’s Ideas X

Chancellor’s Communication (wkly) X X

Emails X X X X X

Ad hoc cross-college teams(ongoing) X X

Community Advisory Groups X X X X

Strategic Planning Meetings X X X X X

Employee Development Day X

College/DSO Town Hall Mtgs (5/yr) X

Surveys and Focus Groups X X

Superintendent quarterly dinners X Pathways, Diplomas, Other Community-wide Groups

x x

Student Affairs in Higher Ed(mo) X X

ISD & Home School Breakfast (annually)

X X

Mtgs w/business & industry groups X

DSO Unit Meetings

Student Affairs in Higher Ed(monthly) X X

ISD Superintendent Dinner X X X

Meetings w/business/industry groups X X

Region 20 X X Types of Stakeholders: C= 5 colleges S=students B=business and industry T=trustees P/16=preschool – university partners

3.1b Determination of Customer Satisfaction and Engagement 3.1b(1) Satisfaction, Dissatisfaction, and Engagement

DSO determines satisfaction and engagement through a variety of formal and informal methods. DSO units determine customer dissatisfaction by maintaining regular contact with DSO, college, and community customers and by conducting formal customer satisfaction surveys that include an open-ended question requesting feedback on how the unit could improve. In addition, root-cause analyses conducted during FOCUS PDCA exercises contribute to process improvement. Analysis of complaints contribute to understanding factors of dissatisfaction. Student satisfaction and engagement are measured through the Community College Survey of Student Engagement (CCSSE) and the results are segmented by college which is important to the DSO as it serves each college. Many of the programs and services provided by DSO units directly impact student satisfaction and engagement which is an identified need of the colleges. The BoT adopted The Student Responsibility for Success policy which lists student engagement as the number one responsibility for success. The Chancellor leads the PVC in an analysis of each college’s CCSSE results.

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The monthly BoT committee meetings, the weekly PVC meetings, and VC/VP meetings are additional opportunities for the VCs to gather and address the colleges’ satisfaction levels. Ongoing meetings with business and industry groups provide customer satisfaction feedback from potential, current, and former customers which the Chancellor and VCs use to address business, industry, student, and other stakeholder needs. This information is analyzed by DSO and the colleges to improve services to business and industry. At the conclusion of each training contract provided by EWD division units, students and businesses are asked to complete customer satisfaction surveys and the feedback is analyzed to make improvements in curriculum and service. These units also survey the colleges on satisfaction with the quality of CE enrollment and student management support. The quarterly ISD superintendent dinners (Fig. 3.1.2) and regular meetings with Region 20 (regional education service agency) are sources of satisfaction feedback on P-16 partnerships.

Measuring customer satisfaction, dissatisfaction, and engagement enables DSO to capture actionable information to make improvements to better serve its customers. Examples include the addition of a fifth Alamo Academy in 2016, the Corporate College in 2013, and the consolidation of Continuing Education in 2015. The Corporate College has partnered with over 200 businesses in the Alamo Colleges service area. These key employers and corporate citizens include USAA, Toyota, HoltCat, Zachary Construction, Pressure System Incorporated (PSI), Rackspace, Mission Solar, City Public Service (CPS), City of San Antonio (COSA), Bexar County, CMC Steel, Alcoa, San Antonio Manufacturing Association (SAMA), Citibank, Nationwide, and San Antonio Credit Unit.

DSO continuously gathers customer service feedback from the colleges and other stakeholders through our listening posts (Fig. 3.1-2.) Through annual monitoring of SIPOCs and APs, DSO units review customer requirements and assess customer satisfaction improvement. Satisfaction and engagement information is reported during Data Days where college leaders (customers of DSO) participate in the discussions. During the SPP and SWOT analysis, information is also generated from the review and discussion of data by college and DSO senior leaders and other stakeholders including community members and students. These data are used to identify opportunities for improvement. Opportunities for improvement identified through the various listening methods are assigned to improvement teams, unit teams, or individuals to ensure processes are responsive and current.

DSO units began to identify and gather customer satisfaction information from the colleges and other customers/stakeholders in 2011. As a cycle of improvement in 2013, each DSO unit began to systematically capture satisfaction feedback from the colleges and other stakeholders to report on customer satisfaction performance results. In an additional refinement of the collection of satisfaction data, each customer satisfaction survey administered by the 53 DSO units includes an overall customer satisfaction statement: “Overall, I am satisfied with the service provided by this unit.” Survey recipients respond on a Likert scale and the collected data gives the leadership a complete picture of how satisfied the colleges are with DSO services (Fig. 7.2-1). 3.1b(2) Satisfaction Relative to Competitors

DSO works with the colleges to offer quality transfer and

workforce programs to prepare students for completing a baccalaureate degree or getting employment. The VC for Academic Success, VC for Student Success, and VC for Economic and Workforce Development work with ISDs to provide high school students access to the Alamo Colleges through programs such as dual credit and College Connections which area competitors such as universities do not offer. Since the Texas legislature determines the service area for each community college in the state, our partnerships with the ISDs are limited to those ISDs within our defined service area. We gauge student satisfaction with the ISDs based on increased dual credit enrollments (Fig. 7.4-10) and through the expansion of the Early College High Schools and Alamo Academies (Figs. 7.1-4 and 7.1-3). Enrollments continue to grow in dual credit, the Alamo Academies, and Early College High School. The DSO works with the colleges to develop articulation agreements with higher education institutions in the region, across Texas, and many across the country to provide students with multiple opportunities for transfer. In addition, the VC EWD works with the colleges to develop workforce partnerships for both credit and continuing education students. All of these services to the colleges are identified through the cross-college teams, developed by the DSO units with college leadership, and approved for implementation by the PVC. 3.2 CUSTOMER ENGAGEMENT 3.2a. Product Offerings and Customer Support 3.2a(1) Product Offerings

The formal and informal listening and learning methods are the primary source for determining products/services (Fig. 3.1-2). These methods are driven by the Chancellor and the vice chancellors through the cross-college teams and the PVC. DSO’s primary products/services and customers are indicated in Fig. 3.2-1. Its close association and systematic interaction with personnel from the colleges and other service recipients and shared vision, they provide a unique opportunity for listening and learning about customer and market requirements for services. Through cross-college teams (Fig. 3.2-2), feedback from all levels and areas of the colleges is gathered on an ongoing basis. DSO units have key measures of success and report on these to the colleges. The VCs gather market requirements from other customers and stakeholders as well as the community, and analyze the information with the colleges’ leadership to meet expectations and expand programs and services for students. DSO guides the collaboration and consistency across the colleges for programs and services using best practices both within the colleges and across the state and national community college institutions. DSO leads the standing cross-college teams or creates task forces to develop or enhance programs and services (Fig. 3.2-2). For example, when the Board of Trustees charged the Chancellor with creating a comprehensive advising program, a team of staff and faculty spent a year developing the AlamoADVISE model based on research from organizations such as Achieving the Dream. We have been a participant in the AtD initiative for ten years. It currently has over 200 community college members in 35 states focusing on increasing student success and sharing best practices. Using best practices from several national

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sources and feedback from the colleges on preliminary advising plans, the extensive case management model, AlamoADVISE, was approved by the PVC and the BoT.

When new or improved service offerings are needed, DSO follows a systematic process to design these offerings. The opportunity for a new or modified service is assigned to a VC who works with one of the three college VP groups to design the new product or service to meet customer requirements. For example, through the listening and learning tools referenced in Fig. 3.1-2 and 3.2-2, the VC of EWD determined the need for additional manufacturing capabilities for San Antonio employers through research done with the San Antonio Manufacturing Association (SAMA). The VC worked in partnership with the VPs of Academic Success at the colleges that had academic programs that could address the needs of SAMA. AC created a Manufacturing Academy through one of the colleges that enrolls high school students in a technical dual credit program. This program enables high school students to earn a college certificate with 28 college hours by the time they graduate from high school. These students are employable upon high school graduation and can continue at the colleges to complete a two-year degree. In 2013, again in response to identified needs in the business community, a Heavy Equipment Academy was created. These Academies serve identified needs in the business community by providing workforce programs through the colleges. In a cycle of refinement this year, DSO added an internship coordinator position to help the colleges facilitate student work experience in the field. 3.2a(2) Customer Support

DSO has multiple approaches to allow its customers and other stakeholders to seek DSO information and customer support. DSO units are in touch regularly with the colleges and other customers through face-to-face meetings, telephone, email, electronic media, social media, and video conferencing. Through active and continuous communication with partnership groups and community advisory groups, DSO enables businesses and industry groups, ISDs, higher education institutions, and the community to conduct business. DSO units gather requirements from customers and stakeholders and share these with the colleges’ leadership through the cross-college teams. Using the VOC process (Fig. 3.1-1) and the Responding to the VOC approach (Fig. 3.2-3) DSO units identify key support requirements and deploy them across the appropriate colleges. Accessibility is reflected in the focus on mission and the strategic objective of Performance Excellence (Fig. 2.2-2). As part of the DSO unit planning activities, SIPOCs, APs, and annual Data Days report-outs, DSO units improve methods to reach out to primary customers. In addition, unit leaders improve the key support requirements for these customer groups and work with unit teams to discuss how those requirements are met through the identification of OFIs and AP action item deployment. Units provide leadership in collaboration and consistency across the colleges. 3.2a(3) Customer Segmentation

DSO segments data by college and student groups (ethnicity, gender) some programs are available at several or all of the colleges while others are offered at only one college. The counties in the service area constitute AC’s primary market.

The service area is served by the five colleges through their collective programs and services. Student key performance results are then used by the VCs and presidents to set targets by student segment. Since joining Achieving the Dream in 2003, AC has been adopting innovative practices to improve student success across ethnic groups. Each term, when student results are reported, they are segmented so the analysis can include differences across student groups. Last year, the BoT added focusing on closing achievement gaps among student segments to the Educational Philosophy Policy. In addition to initiating strategies to increase new students enrolling in the AC, DSO also identifies processes and sets targets to increase student persistence from term to term, and ultimately to improve graduation numbers. Figure 3.2-1 Primary Products/Services and Customers

Chancellor / Vice Chancellor

Division Primary Product/Service and Customer Groups

Cat. 7 Figures

Chancellor Leadership, Scholarships, Grants /Program Funding

C, S, Y

7.1-7, 7.4-19, 7.4- 20

Academic Success

Academic Stewardship C,

7.1-1

Workforce and Economic

Development

Workforce and Economic Development Stewardship

C, S, Y

7.5-8

Marketing / Communication C, S, Y

7.4-8

Student Success

Student Services Stewardship C, S,

7.1-24 & 25 7.2-10

Student Leadership Preparation

C, S, Y

7.1-12, 7.1-15

Planning, Performance, and

Information Technology

Information Technology Services

C, S,

7.1-28 , 7.2-3

Institutional Research and

Effectiveness Services C, Y

Scorecard AOS

Strategic Planning and Performance Excellence

Support C,

TAPE Performan

ce AOS

Administration and

Finance

Human Resources (HR) C, S

7.3-28, 7.3-29

Financial Services C, S,Y

7.5-3

Facilities Maintenance and Construction

C, S, Y

7.4-12, 7.4-13

Security C, S, Y

7.1-19

Business Office C, S

7.1-29, 7.1-31

Student Contact Center C, S

7.1-30

Student Financial Aid C, S

7.1-5 & 6 7.1-26 7.2-4

C = Colleges; S = Student, Y = Community

Figure 3.2-2 Cross-College Team Structure

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DSO Rep VC Academic Success

VC Economic and Workforce Development

VC Student Success VC Planning, Performance, and Information Systems

VC Finance and Administration

Presidents, Super Senate, Staff Council College Rep. VPAS VPSS VPCS

TEAM NAME

Developmental Education Leads CE Deans Admissions and

Records IT Leads Budget Officers

Dual Credit Workforce Deans Financial Aid Directors Institutional Research and Planning Directors

Facilities Superintendents

Discipline and Program Leads

Workforce Program Leads

Military Education Council IT Council

AP Curriculum Council PR Council

The VCs for Academic Success and Student Success collaborate with the area ISDs and universities to determine future and current student needs by segments. AC is focused on working with the colleges through the cross-college teams, to provide easily accessible programs and services and to increase service quality, satisfaction, and engagement. The AlamoINSTITUTES (academic career pathways) and AlamoADVISE (ongoing monitoring and advising) models have been created with input from key collaborators as noted in Figure 3.2-2. The focus at the 2015 strategic planning retreat was to share and gather feedback from the colleges’ leadership and other participants (students, business, public education, and universities) on the models. As part of the SPP, AC annually reviews market conditions/potential and penetration in the service area, (penetration reports AOS) which enables DSO to explore and determine customer groups and market segments for business growth. This has allowed expansion across the eight-county service area through the creation of several regional education and training centers in different counties where AC provides services. To gather and update actionable information on market segments, AC invited businesses, school districts, and community leaders to forums in each county to gather needs and expectations and to provide information on offerings. As a result of that feedback, AC worked with the colleges to increase dual credit opportunities and to add early college high schools to meet the needs of those market segments. The Community Partnerships director is focused on identifying community needs and expectations, and works with the VCs to address these needs which are then explored and addressed by the cross-college teams through Responding to the Voice of the Customer Process (Fig. 3.2-3). The long-term goal is bringing additional communities within the eight-county service area into the AC our taxing district. This will provide expansion of students and business/industry customer groups enhancing the AC's financial sustainability, while allowing lower tuition rates for students in those counties. 3.2b Customer Relationships 3.2b(1) Relationship Management

DSO markets, manages, and grows its relationships with the colleges and other customers through consistent and systematic personal interaction with them (Fig. 3.2-2), effective use of electronic and other means of communication, and by addressing and anticipating their needs. The SIPOC process helps DSO units identify their customers’ current and anticipated requirements. All DSO SIPOCs are AOS. The action planning process, as described in Item 2.2, complements the SIPOC process by identifying the specific unit goals, strategies, and action items necessary to address customer requirements.

Relationships with the colleges are built through the existing AC organizational structure requiring active involvement in cross-college teams and participatory activities such as meetings, trainings, and sharing best practices and initiatives efforts. All of these approaches help increase customer engagement, satisfaction, and retention as well as enhance communication and trust. DSO manages relationships with the colleges by meeting the colleges’ needs to increase enrollments and provide quality programs and services to students. DSO manages relationships with other customers and stakeholders through assisting the colleges to meet the needs of ISDs, businesses, and universities.

To acquire and retain external customers, DSO’s VCs establish and build relationships with representatives of education, businesses, industry, and the community through activities such as the quarterly superintendent dinners, business forums, regular meetings with the Region 20 education service agency, universities, and the academy advisory committee. The VCs, through appropriate DSO units, work through the cross-college teams using the Responding to the Voice of the Customer process (Fig. 3.2-2 and Fig 3.2-3) to meet and exceed the needs of the customers and stakeholders. DSO meets the colleges’ needs by working with them to increase enrollment of new students, retain students through successful course completion, and increase persistence until completion. The AlamoADVISE and AlamoINSTITUTES models in the MyMAP student experience leverage the key competency of ongoing adoption of innovative practices aimed at increasing student engagement and the colleges’ success with students. Implementation of the developmental education refreshers and advising points prior to initial enrollment were achieved through collaboration with the colleges’ leadership groups using the Voice of the Customer process (Fig. 3.1-1). Complementing this, the Corporate College unit is expanding external customer partners with the EWD division to establish mutually supportive goals. The chancellor has also formed a business CEO council to advise him on matters pertaining to meeting their specific needs.

The Alamo Academies is an example of effective relationship-building with external customers. This DSO unit, through programs offered by the colleges, provides a bridge between the K-12 and post-secondary systems, creating a path to life-long learning for the participating high school students. The Alamo Academies channels students into two of our colleges in support of the state’s increased-graduation initiative (and the AC WIG).This initiative supports

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regional economic development by helping recruit, train, and retrain college educated, qualified employees in high-paying jobs in areas of high demand. As evidence of its effectiveness, Alamo Academies has increased its number of academies over the last four years. In 2015, the Academies were awarded the prestigious Bellwether Award recognizing innovation leading to student success.

DSO provides communication with students by leveraging social media to enhance customer engagement and updates DSO information on Instagram, Twitter, and Facebook, as explained in 4.1a(3). DSO delivers messages through Alamo Share intranet, the public web site and electronic forums, and by conducting environmental scanning to monitor and respond to information in external web sites, journals, and blogs. 3.2b(2) Complaint Management

Employee dissatisfaction is assessed through the ethics hotline system, a comprehensive reporting tool that enables management and employees to identify issues of fraud, theft, and violations of laws, regulations, and AC policies or Code of Conduct. The system includes a toll free phone number and a website for online reporting (Fig. 7.4-7).

Student concerns and complaints are initiated through the Alamo Colleges Contact Center. The tier 1 model tasks tier 1 agents to triage each complaint to isolate general questions and potential student information oversight complaints in order to avoid unnecessary escalation. This results in less general inquiry call volume, thus allowing the tier 2 SME teams to focus on complaints that require more research

On each call, data is collected in the ticketing system: a) student stated reason for their call, b) additional coding based on review of student account if other issues are present that are proactively discussed with the student (This is the “Answer the unasked question” strategy which anticipates customer concerns), and c) reason code for any issues needing to be transferred to the college Tier 2 team. Reporting is produced weekly and monthly to identify any unusual trends at the reason code level for investigation of systemic issues. Specific issues are tracked in a log for further root cause analysis and corrective actions. Issues are grouped into one of three areas supported by cross-department resolution team: Banner Functionality; Processes and Procedures; and Web and Information.

The contact center was initially launched in August 2012 in support of Student Financial Aid questions and complaints, and based on its success, was expanded in fall 2014 to provide services for the Business Office, Admissions, Advising, Testing Residency, Registration, Transcripts (inbound/ outbound), Dual Credit, Veterans Affairs, and Orientation. The reason code tracking and issue analysis process described above enables DSO to recover its customers’ confidence, enhance their satisfaction and engagement, and avoid similar complaints in the future. Most complaints are resolved promptly and effectively on the call as demonstrated by three years results for Student Financial Aid showing an increased number of calls resolved without transfer to the college (Fig. 7.1-30)

The listening posts shown in Fig. 3.1-2 are used to gather complaint information from the colleges and other customers.

One of the most effective methods for complaint management is the DSO cross-college team structure. On a

Figure 3.2-3 Responding to Voice of the Customer

regular basis, at various levels, the colleges provide feedback when day-to-day or other processes are not effective. The VCs gather the feedback during weekly PVC meetings and in the regular meetings with the college VPs. In addition, VCs directly gather feedback and complaints through their direct interaction with the colleges and the business/industry community and other stakeholders and immediately respond to complaints. Complaints are also collected through the ethics hotline (Fig. 7.4-7). They are logged, sent to the appropriate person/unit, investigated, and reported to the ethics officer. They are aggregated and shared with the corresponding VC to enable prompt resolution and improvement. HR monitors employee complaints (Fig. 7.3-18). The phone bank gathers complaints and areas for improvement from students, faculty, and others seeking to share feedback. The PVC is the place where the VCs and presidents bring together all the complaints from the colleges. In 2013, a recurring theme was the colleges’ dissatisfaction with organizational communication. Significant initiatives were developed to improve communication, including weekly dissemination of PVC agendas and minutes, discussions, and decisions occurring at PVC meetings. Town hall meetings with the Chancellor and VCs are now held every semester to engage in two-way communication with each college. An additional refinement included the facilitation of several focus groups around the topic of internal communication. In 2015, the Chancellor also brought together a team of faculty and staff to design a decision-making model in an effort to improve communication. CATEGORY 4: MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT . 4.1 MEASUREMENT, ANALYSIS, AND IMPROVEMENT OF ORGANIZATIONAL PERFORMANCE 4.1a Performance Measurement 4.1a(1) Performance Measures

DSO’s system for measuring, analyzing, and improving performance (Fig. 4.1-1) is linked from strategic planning to daily operations. In coordination with the PVC, the DSO division of Planning, Performance, and Information Systems (composed of the VC, SPPE, IRES, ITS, and State Reporting) manages the selection, collection, alignment,

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safeguarding, and integration of data and information for tracking performance and progress in strategic objectives, goals, and APs. In this system, each strategic objective, and goal (Fig. 4.1-3) and AP (Fig. 2.2.2) has defined KPIs and corresponding measures/metrics. Figure 4.1-1 Performance Measurement-Analysis System

This system is designed to establish responsibility and

accountability, align activities with strategies, track performance, and use data for decision-making and DSO action. In Step 1, the PVC sets direction through the SPP, (Fig. 2.1-1) and communicates goals and strategic direction through the Leadership System (Fig. 1.1-1). In Step 2, goals and strategies are translated into performance measures/ metrics that cascade to all organizational levels to ensure the alignment of strategies, APs, and metrics across the organization. Department/unit directors and managers identify efficiency and effectiveness measures through the Measurement Selection Process (Fig. 4.1-2). Annual targets are set for measures based on efficiency (productivity, timeliness, error-reduction, cost-savings), effectiveness (customer satisfaction), and best/promising practices of other organizations. National and state benchmarks are collected annually for comparisons. In Step 3, daily operational/business measures are aligned to system-wide KPIs. In a cycle of refinement started in 2011, SPPE coordinated the completion of SIPOC forms and annual APs for each DSO unit including metrics aligned to organizational strategic goals. In Step 4, results are analyzed and information is used to inform decisions on required actions. Analysis is also performed at every level of the organization, with lower-level decisions focused on daily operations and corrective action, while higher-level decisions are focused on strategies, resource allocation, and overall organizational direction. In Step 5, measures are aggregated at successively higher levels in the organization and analysis helps evaluate overall DSO performance and identify improvement opportunities. All DSO unit SIPOCs, APs, and performance metrics are housed on the Alamo Share intranet to promote transparency and accountability among the DSO workforce, collaborators, partners, suppliers, and customers. Each DSO unit identifies longitudinal and comparative data to set targets, project performance goals, and assist with the creation and transfer of workforce knowledge.

The AC Banner system has increased the depth and breadth of information available to unit leaders to manage daily operations via Argos reports and data blocks. The system integrates student, finance, HR, and financial aid data. DSO units administer surveys, manage operations, and develop and track key metrics to monitor performance progress and improvement.

While IRES gathers system-wide KPI data (short-term and

longer term), DSO units are responsible for gathering and forwarding unit performance data (short term). IRES routinely collects data and produces reports and briefs related to strategic objectives and goals for distribution to the PVC, college executive teams, and faculty. DSO’s key short-term and longer-term strategic plan-based key organizational performance measures are shown in Fig. 4.1-3. They include a financial vulnerability ratio (Fig. 7.5-4). Figure 4.1-2 Measurement Selection Process

4.1a(2) Comparative Data

DSO uses comparative data to understand performance relative to best-in-class and to set performance targets. It gathers comparative data and information from state and national peer institutions and best-in-class performers with similar numbers of students, programs and services, and organizational size. The THECB, the Integrated Post-Secondary Educational Data System (IPEDS), the National Association of College and University Business Officers (NACUBO), NILIE PACE, and MBNQA recipients are sources of comparative data. When data analysis reveals an OFI in performance compared to benchmarks, the organization does analysis before deciding corrective/improvement action in DSO operations. When benchmarks and performance targets are not met, APs are modified or created for driving improvement. For example, in the annual inventory data review, it was found that there was inadequate oversight of AC property. It was determined that the best performing institutions in the nation had no more than 1% in lost or missing property. Leaders in Inventory Control identified processes, measures of success, and performance targets, including utilization of a national benchmark from the American Society for Testing and Materials (ASTM). They innovated solutions, tracked performance, and achieved top-performing results (Fig. 7.1-20). 4.1a(3) Customer Data

The requirement to complete/update SIPOC forms ensures that all DSO units contact key customers; collect VOC, market data, and information; and validate customer requirements while developing a customer-focused culture in operational decision making for improvement. After service delivery, DSO units administer customer satisfaction or NPS surveys (Fig. 7.2-1) and review received/resolved customer complaints. Collected data are used to develop or modify plans for service improvement and innovation.

The chancellor created the Community Partnerships unit to solicit and document external stakeholder feedback which is used in strategic and operational decision making by the

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PVC and taken into consideration by the BoT for policy decisions and recommendations for innovation (Figs. 7.2-6 and 7.2-8)

DSO has resources and personnel dedicated to managing data and information gathered through social media and making them available for analysis and decision making (Fig. 7.2-11). Daily, the social media specialist tracks the number of followers on and communications received via Instagram, Twitter, and Facebook. Segmented by gender and campus, the data and information are incorporated into weekly analytical reports and made available for decision making. Communications received via social media helped establish a one-on-one community-support approach, enhancing DSO’s customer-centric culture and the values of Community-engaged and Data-Informed. Figure 4.1-3 Key Organizational Performance Measures

DSO’s Key Organizational Performance Measures Strategic Objective I. Student Success (Long-Term) Goal Key Measure Cat.7 Figures A. Engagement with Partners

- Dual-credit enrollment. 7.4-10

C. MyMAP - Mobile-Go activities - % “Excellent” and “good” responses to CCSSE question 27.

7.1-8 7.1-9

7.2-10

G. Increase Student Performance

- Graduation rate (SLI, AA)

7.1-1, 7.1-2 7.1-3, 7.1-15

Strategic Objective II. Principle-Centered Leadership (Long-Term) Goal Key Measure Cat.7 Figures A. Principle-Centered Leadership Framework

- NILIE PACE overall climate score. 7.4-19

7.4-20

B. Innovation, Entrepreneurship, Risk-Taking,

- Responses to NILIE PACE questions 11, 22, and 48.

7.4-19 7.4-20

C. Internal Communication

- Responses to NILIE PACE questions 16 and 25.

7.4-19 7.4-20

Strategic Objective III. Performance Excellence (Long-Term) Goal Key Measure Cat.7 Figures A. Performance Excellence (Baldrige)

- TAPE application score. AOS

B. Workforce Capabilities, Engagement

- CE Revenue 7.5-8

C. Financial Management

Bond Rating Excellence in Budgeting

7.5-1, 7.5-2 7.5-3

D. Technology - % “very” and “somewhat” responses to CCSSE question 13h. - Employee satisfaction with IT.

7.1-28 7.2-3

E. Environmental Sustainability

- Energy savings. - Preventative maintenance.

7.4-13, 7.4-14, 7.4-15

F. External Communication

- Growth in Partnerships 7.5-9

4.1a(4) Measurement Agility To keep the performance measurement-analysis system

current with needs and directions, DSO performance data related to its three strategic objectives are collected in the Fall and Spring terms or annually while observing changing trends that may require institutional action. 1) DSO systematically updates its measurement system as part of the SPP through annual validation of key metrics as part of goal flow down and the action planning process. Other

improvements are made through regular communication between IRES and DSO and college leaders to ensure that KPIs, measures, and data definitions are relevant. 2) CSI regularly communicates with college customers to ensure that processes are reviewed/documented in BPAs and are current and valid to allow continuous improvement. 3) SPPE regularly conducts environmental scanning for detecting emerging trends related to performance measurement. This information is shared with senior leaders and posted on Alamo Share and the AW Facebook page. 4) DSO units gather input from customers via SIPOCs and APs. This enables the creation, modification, and replacement of unit measures, benchmarks, and targets, adding flexibility/agility to our performance measurement-analysis system. 5) SPPE meets every year with each DSO unit to review and reaffirm, or, if necessary, replace unit key metrics. 6) DSO units review/report their performance measures during Data Days and 4DX Summit presentations. This contributes to accountability and the continuous improvement of the performance measurement-analysis system. 4.1b Performance Analysis and Review

DSO leaders utilize key organizational performance measures data, comparative data, and customer data to conduct systematic key performance analysis and reviews (Fig. 4.1-4). VCs review division and unit performance and capabilities through regular meetings with their AVCs, directors, managers, and supervisors. Weave Online is the systemic tool used to track unit goals and strategies and align them with divisional and system-wide goals.

Performance review and FOCUS PDCA implementation include root-cause analysis, trend analysis, comparative analysis, and variance/gap analysis. Also, during summer, DSO divisions and units review AP progress (before SIPOC updates and AP closing in August), new AP creation, and AP performance reporting at Data Days. These reviews ensure leaders’ proactive view when assessing unit performance, comparisons, financial sustainability, progress on achieving strategic objectives and APs, and organizational success.

In a cycle of improvement, DSO benchmarked the KPI scorecard approach used by Baldrige award recipient Richland College. Reviewing this scorecard provided the opportunity to clearly delineate to any reader how AC is performing with a green, yellow, or red legend in the scorecard.

The VCs address external pressures and concerns in weekly leadership discussions: The VC of EWD responded to a Mayor’s request to collaborate on the development of training to support new industries moving into San Antonio. Creation of the Corporate College unit has been the positive AC response to this request. At the PVC level, SL use an AC SP scorecard to review performance on strategic objectives, goals, and APs. This scorecard details the longitudinal results, current targets, and best-in-class benchmarks. It is housed on the AC website to promote transparency and accountability. This site also houses DSO unit-specific metrics and data to keep AC’s workforce, suppliers, customers, collaborators, and partners informed. 4.1c Performance Improvement

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4.1c(1) Best Practices High-performing DSO units are identified in their Data Days

performance progress reports (AOL). Internal best practices are compared to state and national benchmarks and to the degree that they contribute to student success. At CVC meetings, the VCs routinely share their division best practices, lessons learned, and performance outcomes. VCs also share performance with the college presidents at the weekly PVC meetings. In addition, best practices are shared by cross-district/cross-college teams assembled to develop and work on system-wide priority initiatives. Public recognition events, Alamo Share, FOCUS PDCA report-outs, and Facebook page are other platforms where DSO shares best practices and process improvements. Figure 4.1-4 Performance Analysis and Review Schedule

.DSO Operational Meeting Rhythm Meeting Freq. Attendees Purpose

Leading the AC Weekly

PVC, other DSO/College leaders as appropriate

Review scorecard data; Address hot topics; Set priorities; Establish and monitor systematization team work and outcomes; Address BoT charges

Leading support initiatives

Monthly CVC

SPP results; Progress towards goal and strategy accomplishment; Review of customer data

BoT Meetings Monthly

PVC, BoT, other DSO leaders as appropriate

Dashboard review; Key project updates; Governance issues

Strategic Planning Retreats

Annual and quarterly

PVC, other DSO and college leaders, staff, students, community

Review SP; Analyze SWOT and other environmental scans; Address gaps in current plan with new strategies

VC staff Meetings Weekly VC, AVC,

DSO directors Project update, Review results, governance issues

Town Hall Meetings

Annual at each location

CVC, presidents, students and employees

Address issues of importance to the success of the AC; Facilitate two-way communication with key stakeholders. Share key scorecard results.

Regular meetings with partners, collaborators, and suppliers lead to identification, sharing, and implementation of best and promising practices. Each month, a DSO or college program with positively trending results is identified and shared with the BoT. Demonstrating the CC, the BoT approved a motion that local innovations are to be brought to scale throughout AC, and this policy has set the ground work for continued collaboration and transparency among the five colleges and DSO. Examples of shared best practices include the Ethics Hotline, MyMAP, College Institutes program, and the ALAS program. 4.1c(2) Future Performance

To project future performance, the CVC sponsors annual performance sessions where agreement with DSO unit leaders is reached regarding the appropriate annual and 3-year performance targets for AP unit goals and strategies. Through SIPOCs and APs, unit leaders manage “drill down” metrics for their units. These measures demonstrate performance efficiency and effectiveness at the process level. Unit leaders use comparative/competitive data and findings from AP

performance analysis and reviews to determine performance benchmarks, targets, and 3-year projections. Once agreement is reached, the metrics are added to the high-level AC KPI scorecard system and dashboard. Review of performance progress in the SP scorecard system by the PVC and review of AP results by both VCs and DSO unit leaders facilitate reconciliation of differences between projections of performance in strategic objectives and their goals and performance projections developed for the unit APs. 4.1c(3) Continuous Improvement and Innovation

DSO has a multi-level approach for continuous improvement and innovation. Continuous improvement opportunities and evidence of innovation from the previous cycle are addressed during Data Days where DSO teams are required to present examples of their improved processes utilizing FOCUS PDCA and to share an innovation in process or service. Various standing and ad-hoc DSO committees (Fig. 4.1-5) review performance findings on a periodic basis to identify and prioritize opportunities for continuous improvement or innovation and assess their intelligent risk levels.

Upon review of findings, their recommendations for continuous improvement and innovation are developed and, in a “Refer and Respond” approach, forwarded to the PVC for review and approval. Recommendations approved for action are returned to the committee for implementation. If the OFI or innovation is formulated by the PVC, the designated VC sends the item to the appropriate division committee or unit for development or action. The VC or committee ensures that actions are implemented and that progress is tracked and reported back to the PVC.

As previously referenced, the AC were recognized with the national 2012 Bellwether Award for deploying the innovative process that has saved over $131 million since 2010 while supporting a 23% enrollment growth

In 2015, the Alamo Colleges was again recognized for innovation with the Bellwether Award for the development and deployment of the Alamo Academies. The hallmark of this program is collaborating with K-12, business and industry, and higher education to provide a skilled workforce in high demand occupations. The Secretary of Labor visited AC to recognize this innovation.

To ensure that priorities for continuous improvement and opportunities for innovation are deployed to suppliers, feeder/receiving school partners, and collaborators, DSO leaders and teams partner with these key stakeholders on external committees to exchange data and information, enhance communication, align efforts, and improve service to customers (Committee list AOS). Regular meetings with the AC Business/Industry Advisory Council and quarterly dinners with K-12 partners allow SL to share our strategic priorities, initiatives, and opportunities for improvement and innovation. We also ensure that all stakeholders are represented and offer their voices in planning retreats, BoT meetings, and advisory councils. 4.2 KNOWLEDGE MANAGEMENT, INFORMATION, AND INFORMATION TECHNOLOGY 4.2a Organizational Knowledge 4.2a(1) Knowledge Management

Organizational knowledge is collected via several

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methods and platforms, including the AC webpage, Alamo Share intranet, BPAs, AlamoTalent, Weave Online, Data Days repositories, and AP reporting. Knowledge transfer occurs through BoT outcomes memos shared with employees; Chancellor’s Roundup Newsletter and weekly video blogs highlighting best practices; organizational learning activities; BPA sharing; environmental scan data/information distribution; information posted in Alamo Share; and other activities. Figure 4.1-5 Key Committees and Stakeholders

DSO Unit/ Committee Collaborator Purpose Activity

College Connections

Area High Schools

Admissions Information/Process

Workforce Universities University Level Opportunities Financial Aid SAEP Financial Aid Information and

Scholarships ITS and CSI Texas College

Connection Texas Configuration of Enterprise Information System

Purchasing Buy Board Cooperative Purchasing Chancellor and PR

Editorial Board Community Awareness and Communication

In his e-Newsletter and video blogs, the Chancellor shares weekly activities, new initiatives, and progress on current initiatives. The Chancellor also sends out AC Family Memorandums to address selected topics and explain how these affect the workforce and the institution. In addition, DSO committees and cross-functional teams transfer knowledge to the workforce, suppliers, partners, and collaborators. As it interacts among stakeholder groups, the DSO front line helps deploy key communications and productivity strategies.

Through AC Educational Services (ACES) and Alamo Share, employees have access to DSO policies and procedures, training opportunities, help guides, business process documentation, administrative tools, and shared drives. The assembly/transfer of knowledge for use in strategic planning, SWOT analysis, action planning, and decision making is supported by environmental scanning.

Blending and Correlating Data from Different Sources: To build new knowledge, DSO gathers and blends related data from a variety of repositories, databases, initiatives and other sources (Banner ERP, Canvas LMS, IPEDS, THECB, customer and supplier surveys, etc.). These data are run through a variety of cleansing and review protocols to ensure data are consistent, reliable, and ready for use in decision making and knowledge creation.

Transfer of Knowledge from and to Students, Stakeholders, Partners, and Collaborators: AC embraces a culture of transparency. Sharing of knowledge starts with the BoT whose meeting agendas and minutes are available to the public via audio podcast and streaming video on the AC website. DSO unit-specific and enterprise-wide goals and performance results are shared publicly via SIPOCs, SP Scorecard, Unit Scorecards, Dashboards, Data Days, and 4DX results posted on Alamo Share and the AC website.

Assembly and Transfer of Knowledge for Innovation and Strategic Planning: The assembly and transfer of relevant knowledge for use in innovation and strategic planning are accomplished through the environmental scanning process. Strategic planning participants refer to environmental scans managed by SPPE to review pertinent information and prepare for strategic planning sessions. DSO also develops SWOT analyses and APs to address SC and leverage SA, SO, and CC

to create and transfer knowledge before its use in innovation and the SPP (2.1a(1)). DSO divisions and their key units utilize Alamo Share to allow teams and work groups to maintain/share knowledge associated with planning documents, meeting minutes, recommendations, activities, and outcomes. Knowledge transferred after environmental scanning, SWOT analysis, and during Data Days helps to strengthen DSO competencies on innovation at all levels and across units. 4.2a(2) Organizational Learning

The Performance Excellence element of the AW philosophy is the framework used to embed learning and continuous improvement in DSO units and operations. It guides the search for expanded knowledge and allocation of appropriate supporting resources through constant review, continuous improvement, and knowledge/practice learning and sharing across DSO. While DSO units describe and characterize their service processes in their SIPOCs and APs, learning occurs when reviewing and updating customer requirement information and when assessing results and identifying opportunities for continuous improvement. Learning is also embedded when these results, opportunities for improvement, and innovation highlights and approaches are shared across DSO units during Data Days presentations and video sharing. 4.2b Data, Information, and Information Technology 4.2b(1) Data and Information Quality

We use a variety of systematic approaches to ensure the accuracy, validity, integrity and reliability, and currency, of organizational electronic and other data and information. Accuracy: • The Data Standard Committee for data governance

reviews/decides effective entry/use of information in Banner system.

• Banner data stewardship resides with data owners. Data access reinforcement is via monthly audit reports sent by IT Risk and Security to authorized data custodians.

• Banner users must participate in system training before being provided update and maintenance access.

• Audit trails identify users entering data. These controls are automated (systems monitoring systems) and regularly reviewed by the Enterprise Security Team and Council.

• Change management processes allow for impact analysis, quality assurance, and Electronic Data Interchanges use.

Validity: The IRES, CSI, and State Reporting units cross-check and

validate all data against student records, historic data, and report findings. They systemically review, cleanse, and certify data and information from integrated data systems (Banner, Canvas, Argos, SAS and Civitas) so data can be validated and ready for use by IRES, PVC and DSO units. Integrity and Reliability: • Referential integrity is employed within the metadata. • Production input data are linked to source documents,

including security classification and recent revision date. • Controls help prevent unauthorized information alteration. • Change management processes in ITS provide for impact

analysis and quality assurance. • Daily backups of data are conducted. Redundant storage

systems are in place.

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• Standard definitions are used in Banner, Argos data blocks, and SAS and made available to users.

Currency: DSO manages electronic and other data and information to ensure their currency by constant monitoring of networks, workflows, databases, and repositories in Alamo Share and by regular contact with customers. 4.2b(2) Data and Information Security Security and Confidentiality: • AC data access is restricted. Level of data access depends on

the employee’s role. Reports are generated/reviewed monthly to ensure that security protocols are accurate and enforced.

• Access to servers is restricted to ITS personnel. • Firewalls are maintained to assure that data are available only

through Alamo network resources. • For security and cybersecurity, ITS maintains intrusion

detection and protection systems, operates dual firewalls, conducts regular vulnerability scans and penetration tests, staffs a 24/7 Network Operating Center, and scans the network for negative occurrences 24/7/365. AC executes a defense information and cybersecurity approach to help mitigate threats, minimize vulnerabilities, and implement operational/technical controls to safeguard its IT ecosystem. AC has a dedicated IT Risk and Security unit and a Technology Security Council dedicated to cybersecurity. Monthly access control reports and system activity logs are generated, analyzed, and reviewed by these teams to ensure that all security protocols are implemented and enforced. In the last seven years, AC systems have experienced no data breaches, data loss, or successful intrusions. AC is in 100% compliance with Payment Card Industry(PCI) standards and has no negative findings in its recent IT-specific audits.

• Data transmitted to external organizations are encrypted. • Network users are trained to protect data and passwords. 4.2b(3) Data and Information Availability

Employees, students, suppliers, partners, collaborators, and other stakeholders can access user-friendly employee and student information through AC website pages (iDashboards, DSO and AC performance scorecards, IRES Fact Book) and through the ACES portal. Employees can access staff development opportunities information via the Cornerstone Talent Management System (TMS or Alamo Talent). The Banner system provides data and information to employees. Additional information is also available through electronic systems such as Department of Public Safety, linked to Crime Star, a system connected to the Emergency Notification System. E-mail also helps keep employees informed (e.g., policy updates and ethics reminders sent by Ethics and Compliance). DSO units hold meetings and their minutes and other information is made available to employees via e-mail and Alamo Share.

ACES is a user-friendly information portal for student access to email, admission, registration, financial aid, calendars, discipline information, program information, and maps. ACES provides single sign-on, a central entry point, and the learning management system (Canvas). Through the AC website and ACES, students complete admissions applications, financial aid, register, and pay online.

Information for use by external stakeholders is accessible through the Purchasing unit website where vendors become familiar with registration, purchase orders (POs), and request for proposals (RFP) procedures. Newspaper and

media advertising is another avenue for disseminating information, as are targeted faxes, e-mails, and phone calls. Timeliness: • Employees have access to data/information 24/7. Banner

integrates data from its student, finance, HR, and financial aid modules. Data are dynamic and timely accessed.

• The computer network infrastructure offers immediate access to the Internet, intranet, and other technologies.

• All employees have immediate access to data related to performance via the IRES website and Alamo Share.

• IRES maintains a shared drive with key research/budget data and a calendar for standard research reports.

4.2b(4) Hardware and Software Properties DSO hardware and software systems are made reliable,

secure, and user-friendly through various systematic approaches. To ensure reliability, ITS coordinates all hardware and software purchases and upgrades. Systemic technology inventory and refresh policies are in place to ensure that all technology capital equipment and software applications remain current. For security, DSO hardware is maintained in a secure environment with card-reader entry, door cameras, security logs, and video recording. Security and cybersecurity are maintained through redundant firewalls, network and application security, encrypted virtual private networks, and passwords. ITS provides electronic security alerts when potential viruses and/or attacks are detected. ITS installs/updates anti-virus software on all PCs.

Employees access the student system based on their roles and manager’s authorization. Software and hardware are kept secure, user-friendly, and current through collaboration with the IT Leadership Council and IT Advisory Panel. All new hardware and software must pass a user-acceptance test prior to their introduction into the production environment. 4.2b(5) Emergency Availability

ITS maintains a sophisticated disaster recovery plan that includes hardware redundancy and failover mechanisms for mission critical systems. Servers and switches use emergency backup power supplies, and primary and secondary secure server facilities use diesel generators to activate within one minute of power disruptions. Data replications and redundant storage negate data losses in case of a disaster. Daily backups are produced for all data and systems and stored at the disaster recovery backup facility, also serving as the standby data center to be utilized in the event of a disaster making the primary data center inoperable. System uptime has been greater than 99.99% for over three years (Fig. 7.1-28). CATEGORY 5: WORKFORCE . 5.1 WORKFORCE ENVIRONMENT

It is the intent of the HR People Systems Map (Fig. 5.1-1) to deploy strategies and approaches to integrate the Best People with Best Practices to create the Best Place to Work to ensure the Best Place to Learn. 5.1a. Workforce Capability and Capacity 5.1a(1) Capability and Capacity

Workforce capability and capacity needs are assessed and managed using systematic annual staff planning in conjunction with the HR People Plan (Fig. 5.1-3). This plan, encompasses hiring/training the best people, developing best practices,

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becoming a best place to work, and learning through a focus on the voice of customers. Staffing levels are based on staffing ratios that have been developed by the leadership teams based on national staffing benchmarks for higher education job families. Figure 5.1-1 HR People Systems Map

Skill needs are determined by the leadership and experts in

each functional area. Productivity factors, such as Average Class Size and % Labor Cost are applied to the workload driver, student enrollment, to determine FTE targets each year. Fig. 7.3-1 shows AC staffing has been maintained at a level substantially better than the Delta Cost Project AIR productivity benchmark for community colleges. Some positions, such as Certified Advisors have recognized training and certifications for their role that is provided and required for all incumbents within a certain amount of time on the job. 5.1a (2) New Workforce Members

Recruiting occurs to close staffing gaps between the staffing plan and actual staffing, as identified through monthly monitoring and ongoing dialog with customers about departmental needs and staffing plans. Proactive recruitment plans are developed with customers for advertising on professional websites and via social media. In a cycle of improvement in 2014-2015, a cross-functional team reinvented the work-study hiring process, resulting in shorter “time to hire” and higher placement rates (Fig 7.1-33). Hiring is managed through the Applicant Tracking System (ATS), housed in AlamoTALENT, the enterprise-wide Talent Management System (TMS). ATS empowers prospective employees to actively and passively seek positions specific to their interests. It enables AC hiring managers to efficiently navigate the hiring and placement process in collaboration with the employment team. Positions are opened and filled based on staffing ratios, a product of AC workload-driven budgeting and staffing processes. Staffing ratios represent the number of employees per current/projected student head count at each college. New employees are hired and placed based on the availability of positions and designated ratios at specific locations. In another cycle of employment improvement, the days to fill vacant positions was decreased 34% to 33 days/hire, substantially below the SHRM Higher Ed benchmark of 54 days (Fig. 7.1-32). New employees participate in the

onboarding process, which includes orientation, and they are retained through the combined results of benefits packages employee development, and Principle-Centered Leadership initiatives that enhance personal commitment to the AC mission and vision.

Development and maintenance of a Diversity/ Affirmative Action Plan guides recruitment and workforce development efforts to maintain a workforce that truly reflects the diversity of ideas, culture, and thinking of our student population and community. Additional insights are gained during the annual AC strategic planning stakeholder retreats (Fig. 2.1-1) from community members, students, and partners. Specific Minority and Female Recruitment strategies are executed each year to meet AAP staffing goals and close any identified gaps (see Figs. 7.3-3 and 7.3-4). These strategies have helped AC maintain exemplary diversity. AC’s record of leadership in diversity was recognized in 2015 with an award of the HEED Diversity in Higher Education for outstanding commitment to diversity and inclusion. Figure 5.1-2 Workforce Capacity and Capability

5.1a(3) Work Accomplishment

DSO maintains a supportive and secure work climate and empowers employees to accomplish the organization’s work by implementing the HR People Plan (Fig. 5.1-3). This plan, from building talent to collaboration and leadership, inculcates the principles of The 7 Habits of Highly Effective People: Be Proactive; Begin with the End in Mind; First Things First; Win/Win; Seek First to Understand; Synergize; and, Sharpen the Saw (continually improve). AC intends, through the plan and habits to establish a culture where there is a “leader in every seat.” HR implements AC policies and annual staffing plans. DSO workforce utilizes work systems, processes, and initiatives aligned with the MVV and CC to accomplish organizational work. They include the systems and processes discussed in Fig. 6.1-1, 5.0, the SPP, unit APs managed by each DSO unit, 4DX (Fig. 5.1-4), and Data Days.

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Figure 5.1-3 HR People Plan

5.1a(4) Workforce Change Management

The HR People Plan charts a course for how AC empowers employees to accomplish their best work processes and initiatives that enable employees to innovate and implement “best practices” that, in turn, contribute to a “best place to work.” DSO units regularly survey customers to gather feedback on services provided (Cat. 3.) Survey results provide crucial information on customer requirements and satisfaction, providing insight that guides decision making for improving service/quality and exceeding customer expectations of performance throughout the organization. DSO and AC have developed ways to improve service while maintaining or reducing the level of resources used over time. The workforce adapts to change through feedback, continuous learning/ improvement, and innovation. In addition to evaluating outcomes and inputs from strategic planning, HR gathers feedback from employees and executive teams at each college through ongoing collaboration designed to learn about changing capability and capacity needs. Continuous learning, accomplished through ongoing and evolving employee development programs, ensures that employees have the knowledge and skills necessary to adapt and perform in an ever-changing work environment. Employees are empowered to engage in continuous improvement of their work processes through application of FOCUS PDCA, 4DX, Project Management and other tools for work deployment.

Capability and capacity needs change with strategy development, budget constraints, competitive forces, workforce evolution, state/federal requirements, and technology. Change is communicated consistently across DSO and AC via newsletters, video, and regular email updates. In addition, the need for changes in capability and capacity is shared and supported via departmental meetings, focus groups, trainings, town hall meetings, and other methodologies as needed.

The probability and adverse impact of staff reductions are reduced through the use of staffing ratios, based on a budgetary process that forecasts the capability to increase or decrease staff levels based on current and projected student enrollment. Workforce growth is managed through staffing ratios in step with workload and revenue growth. DSO and AC have been successful in keeping commitments to avoid layoffs and pay cuts, seeking first to reduce expenses through innovation in efficiencies, hiring freezes, attrition, retirement incentives, and

redeployment of existing employees. When reorganization and reassignment are unavoidable, HR implements specific policies regarding workforce reorganization or reduction to ensure fairness throughout the process (HR policies AOS). Effective communication and collaboration across the system and continuous workforce development and cross-training contribute to prepare the workforce for possible changes in the organizational structure and work systems. 5.1b. Workforce Climate 5.1b(1) Workplace Environment

Workplace health, security, and accessibility for employees and students are critical to accomplishing the AC mission. DSO uses a variety of approaches to ensure a supportive and safe environment for our workforce. AC provides Drug-Free Campus and Workplace, Title IX, Sexual Harassment Prevention, Active Shooter, and other essential training to all employees (and students as applicable) to provide a healthy/secure work environment. In all issues concerning workplace health, security, and accessibility, employees are empowered to voice concerns through appropriate communication channels.

AC identifies environmental conditions and variables, develops site-specific solutions at each of our colleges and throughout DSO to address potential hazards. AC trains its workforce to identify and address potential hazards in work areas. This includes electrical safety, lockout/tag out, ergonomics, welding, chemical safety, personal protective equipment (PPE), powered industrial trucks, fleet safety, defensive driving, behavior intervention, first aid/CPR, hazardous communications, and emergency planning and training. The Enterprise Risk Management (ERM) unit identifies areas in which to focus safety efforts. ERM tracks and reports accident and injury trends (Fig. 7.3-13) to identify areas of greatest need and works with the affected areas to develop best practice solutions and preventative training. AC conducts safety assessments to identify and address any hazards. Defined criteria/steps to determine how to address hazards include asking the following to determine if PPE is needed: 1) Is the process required? 2) Can the process be automated? 3) How can a correction be engineered around the hazard (e.g., machine guarding)? DSO assesses performance in the areas of safety and security through measures of risk assessment, incident/ injury rate and cost, training frequency in safety and emergency management, and customer satisfaction. Figure 5.1-4 Four Disciplines of Execution

Workplace issues vary for employees with different types of

work responsibilities. Each job type has certain identified issues that require specific training. Training frequency and effectiveness are tracked and segmented by job type. DSO

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employs 65 commissioned, licensed peace officers that have a presence 24/7 at the DSO locations and on each college campus to ensure the safety and security of the workforce. Control systems exist at each college to limit access to buildings to qualified individuals. DSO employs a closed-circuit TV security system to allow visual oversight at most of the external areas of facilities. DSO also has emergency call stations at each college for anyone to report an emergency, which directly notifies Police dispatch. DSO utilizes standard metrics for its law enforcement and security concerns. Clery Act reporting is completed and utilized along with trend analysis to minimize duplication of activities. Employees are trained to respond to situations such as student behavior issues, active shooter, and a variety of criminal events.

Comprehensive disability services and accessibility for students and employees are provided at all locations. Enhancing AC efforts is the appointment of disabled students to assist accessibility audits for the identification of access barriers and opportunities to enhance ease of access. Annual employee development offerings develop disability awareness and understanding. 5.1b(2) Workforce Benefits and Policies

DSO workforce is supported by services provided by HR, Facilities, Payroll/Finance, Police, and ITS. Primary workforce services are provided by HR in the key areas of employee benefits and compensation, employee relations, diversity and equity, employment and recruiting, training and development, risk management and safety, innovation, records management, and HR information systems. At each location, employees have the support of a dedicated HR partner and benefits coordinator for customized personal services in employee relations and employee benefits.

DSO recommends and follows BoT personnel policies. These are regularly reviewed and updated to reflect best and updated practices. Employees are notified via email when policies are updated or added, and all policies are made available online to employees and the public. Significant policy changes are created with employee input through the Super Senate and Unified Staff Council. Health and safety services provided to employees include access to campus Wellness Centers, Health Fair services, ergonomic-fitted furniture, workers’ compensation, police courtesy services, employee assistance program (EAP), and flexible/family friendly work schedules.

AC provides a competitive benefits package including medical insurance, leave and time off, tuition reimbursement and retirement plans. AC tailors services, benefits, policies through new employee orientation, benefits orientation, dedicated HR partners for unique and dynamic employment areas such as Continuing Education, Workforce, Grants, and Work Studies. In a cycle of improvement, DSO developed a dedicated HR Employee Service Center Coordinator dedicated to faculty scheduling, workload, contracts and pay for faculty and support staff. Additionally, specialized sections of the HR intranet site are designated for Grants, Work Studies, and a “Faculty Information Center” for all other faculty related items. Pay design is segmented between faculty and staff to ensure our pay programs are competitive and relevant to both populations, especially regarding the unique requirements of faculty as a profession. 5.2 WORKFORCE ENGAGEMENT

Employees are developed through a combination of systems that manage learning, goals, performance, process improvement, and innovation. TMS provides access to professional development and training opportunities for employees to continuously improve skills and abilities or what we call “sharpening the saw” in accordance with the AC mission and vision and The Seven Habits of Highly Effective People. Engagement in process improvement and innovation are guided/managed through the philosophy that there “is a leader in every seat,” meaning all employees are empowered to lead and drive innovation in support of the MVV. 5.2a. Workforce Engagement and Performance 5.2a(1) Organizational Culture

DSO and AC regularly exchange information with employees through several channels, including email, intranet sites, and knowledge banks located in AlamoTalent. DSO units create, manage, and share reports, APs, data outcomes, and 4DX WIG scoreboards, ensuring high performance and effectiveness in the work they do. The implementation of 4DX as an implementation tool came about as a cycle of improvement in 2014 to empower and focus employees on AC Wildly Important Goals (WIGs) (Figs.1.1-1 and 7.3-24). The organizational culture benefits from the diverse ideas, cultures, and thinking of our workforce through an emphasis on open communication, collaboration, respect for all, community engagement, can-do spirit, and continuous improvement (the AC values and priorities.) To ensure this benefit, DSO empowers every employee to lead innovation and program/process improvement efforts, provides employee development offerings, and ensures employee involvement in shared governance. 5.2a(2) Drivers of Engagement

Annual administration of the AC employee engagement survey, PACE, provides employee feedback on workforce environment and identifies trends and factors affecting workforce engagement. Data are analyzed by senior leaders and questions/elements that most correlate to employee engagement are designated as priorities for improvement. The different engagement drivers for different workforce groups are identified by disaggregation of the survey results by DSO, college and employee types (Faculty, Administrator, Professionals, Classified) (Fig. 5.2-1). 5.2a(3) Assessment of Engagement

Workforce engagement is assessed using the PACE survey which evaluates four workforce climate factors (institutional structure, supervisory relationships, teamwork and student focus). NILIE PACE research shows the climate factors and results are derived from the style of leadership employees experience: coercive, competitive, consultative, and collaborative (Fig. 5.2-1). The PACE survey reveals employee engagement levels based upon responses to statements such as “the extent to which I am satisfied with my overall employment experience at this institution.” Key measures of engagement on the PACE survey address the following: utilizing clear administrative processes, practicing open and ethical communication, valuing the expression of idea and opinions, and positively motivating performance.

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Outcomes across workforce groups and segments vary. PACE survey results are segmented by college and DSO and distributed to college and DSO leaders and personnel to guide decision making at each location (complete survey results AOS.) PACE survey results of AC employee engagement are benchmarked against 69 peer institutions (Fig. 7.3-10). PACE statements related to employee satisfaction are complemented by our systematic DSO surveys of customer satisfaction administered by each DSO unit. Additional measures of engagement such as turnover rates (Fig. 7.3-7), participation in voluntary employee development (Figs. 7.3-36 and 7.3-37), productivity and workload trends (Fig. 7.3-1), employee grievance/complaint (Fig. 7.3-18), and participation in 4DX projects (Fig. 7.3-24) and sharing of 4DX WIG scoreboards are used as supplemental data points to refine key drivers of employee engagement, validate PACE survey findings, and guide organizational improvement efforts. PVC and BoT review this data. During the stakeholder’s strategic planning retreat, participants are asked to prioritize items for improvement (2.1a(1)). 5.2a(4) Performance Management

The workforce performance management system integrates the processes of strategic planning and action planning, data information capture, review and analysis, and performance scorecards and dashboards with a module within TMS. This module provides employees the tools and resources necessary to build on strengths and address weaknesses individually or through the creation of individual/learning plans by employees and their supervisors. In this system, goal and target setting are focused on customers and their requirements, and they are aligned to organizational goals throughout AlamoTalent, enabling employees to work towards goals established personally or with supervisors in a consistent, transparent manner.

Annual evaluation of individual performance is a central feature of the AC performance management process. The performance of each employee is formally evaluated at the end of each evaluation period. At that time, opportunities for improvement are identified, development plans are created and goals for the upcoming evaluation period are agreed upon by the employee and their immediate supervisor. Performance goals are aligned to the goals of the organization as they cascade from the strategic plan and the BoT’s annual Charge to the Chancellor.

DSO innovation, supported by intelligent risk taking, is reinforced through empowered/collaborative teams that are organized around meeting individual and unit AP targets and maintaining focus on the customer by achieving established AC WIGs using the 4DX tool. In addition, DSO leaders are required to share unit innovation initiatives, progress, and success data during Data Days to demonstrate cycles of improvement and achievement of unit action plans, and at DSO and College 4DX Summits held twice each year to report progress toward the WIG. In 2015 an Alamo Colleges WIG team was awarded the national CUPA-HR Innovation Award for their WIG designed to bring the message of the impact of higher education on the lifetime earnings potential of students (Fig. 7.3-25).

Compensation strategy is implemented through the consistent application of point factoring, job descriptions, pay grades, and benchmarking with similar institutions. DSO and AC update

job descriptions across the organization to accurately reflect the work being done and to ensure that appropriate compensation is awarded in line with AC strategy through the application of the Hay Methodology (AOS.) The performance management system supports employee and manager feedback that leads to continuing development for staff and faculty. This fosters employee readiness for increased responsibilities as promotional opportunities arise. AC provides training and resources to managers to foster recognition of employee accomplishments and contributions to our shared success. Figure 5.2-1 PACE Climate Model and Scoring

5.2b. Workforce and Leader Development 5.2b(1) Learning and Development System

Employees are developed through a combination of systems that manage learning, goals, performance, process improvement, and innovation. The TMS provides professional development and training opportunities for employees to continuously improve their skills and abilities in accordance with the AC mission and vision.

Engagement in process improvement and innovation are guided/managed through the philosophy that there “is a leader in every seat,” meaning all employees are empowered to lead and drive innovation in support of our MVV. Workforce learning and development needs are identified through the SPP where training requirements are assessed based on internal and external environmental changes. These needs are incorporated into the HR People Plan to enable the development of needed future capabilities.

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Development of workforce members, managers, and leaders is managed through the learning systems across DSO and the colleges. The AlamoTalent learning module aligns employee learning and development to strategic objectives, APs, results, and performance evaluations.

Through the Principle-Centered Leadership philosophy and the leadership Seven Habits program, the term “there is a leader in every seat,” allows the DSO to empower employees to “lead from where they are” in order to improve customer focus, organizational performance improvement and change, and innovation. In addition, ethical business practices are supported through annual ethics training based on current trends and recommendations by the Ethics and Compliance unit (Fig. 7.4-9). These leadership concepts and habits provide the framework for employees and students to lead in the workplace, classroom, and larger global community. They are integrated and reinforced through development opportunities within AlamoTalent, the ALAS Leadership Development program, and informal leadership development programs. My4DX is an online tool that allows DSO to focus on, manage, and achieve WIGs. Alignment and focus across the organization through long-term and short-term APs aligned to the core competencies and strategic challenges (Fig. 2.2-2) guide the accomplishment of learning and development training activities and achievement of DSO goals using My4DX with active involvement of key leaders and workgroups.

Transfer and reinforcement of knowledge and skills is accomplished through informal and formal approaches, including internal networking, on-the-job training, cross-training, and FOCUS PDCA.

Knowledge transfer is accomplished through network drives housing documents/data, Alamo Share intranet housing unit-specific information, and the AlamoTalent Knowledge Bank housing key insights/information posted by employees. Leadership development programs have multiple built-in methods to reinforce the learning and utilization of new knowledge and skills on the job. Reinforcement of skills is also built into cultural expectations. For example, DSO’s focus on the Baldrige Excellence Framework, the AW, and performance improvement processes reinforce the use of skills that are learned during training, including FOCUS PDCA for process improvement. 5.2b(2) Learning and Development Effectiveness

AC aligns learning programs to the three strategic objectives in the SP, and evaluates the effectiveness and efficiency of learning and development programs through assessment by both participants and trainers. Participants complete individual critiques/evaluations of the courses attended and their learning immediately following the delivery of training. Trainers and HR staff conduct Plus/Delta analysis and hold individual and group analyses and discussions to determine program effectiveness and improvement. Additionally, AC surveys employees on the usefulness/effectiveness of AlamoTalent, using the data to make improvements to the learning system and employee learning, and provides customized learning metrics/reports to AC senior leaders. In a cycle of improvement, HR has established key metrics and measures using Association for Talent Development (ATD) “Best Places to Work and Train” data and reviewing stakeholder and customer needs to measure and plan for the appropriate training. AlamoTalent also has the capability to assess

employee needs and satisfaction after training/learning delivery. Knowledge transfer from the most skilled subject matter experts (SME) in the AC workforce occurs continuously by developing SME trainers and facilitators for the rest of the workforce. SMEs with strong customer focus have been certified and are engaged to facilitate 7 Habits, Speed of Trust, Project Management, 4DX, and many academic topics across the AC. Recognized internal SMEs and leaders present each month to the ALAS class, further enhancing customer focus and knowledge transfer prior to retirement. 5.2b(3) Career Progression

AlamoTalent houses tools and resources for career planning and development and allows the review of workforce capabilities via talent pools, employee profiles, résumés, and additional certifications. This is integrated to learning modules to ensure top performers are candidates for career progression. AlamoTalent allows DSO to create talent strategies and talent pools based on learning and performance measures and results. As part of the evaluation activity, supervisors may discuss desired career progression opportunities with their employees and assist them in creating a development plan to prepare them to achieve their goals.

Employees have access to job postings and new career opportunities via Talent Search, a weekly email bulletin of open positions at AC. AC affords employees the opportunity to step into jobs as “interim” assignments. This allows both the employee and the leadership to get exposure to new and growing roles. Employees have an opportunity to learn new skills while being compensated for their interim responsibilities. They are then allowed to apply for the position if they feel it is a good match for them. This allows leadership the opportunity to actually see the employee “in action” to get a glimpse at where the employee may still need more development or be ready for the opportunity.

As a public entity, AC is not allowed to pre-select individuals for future succession to a more senior position, but developing the leadership talent of many employees ensures internal candidates are prepared to compete for advancement into senior leadership. Four college presidents have retired in the last 4 years. Qualified internal candidates were considered for all of the positions and two were selected in a highly competitive national search conducted for each position. Similarly, four of the five Vice Chancellors have been promoted from within. CATEGORY 6: OPERATIONS FOCUS . 6.1 WORK PROCESSES DSO’s work processes are part of the interconnected AC key work systems framework (Fig. 6.1-1) which is used with a focus on improvement. This best-practice framework approach is based on the work of Boeing Aerospace, a national Baldrige Award recipient. 6.1a Product and Process Design 6.1a(1) Product and Process Requirements

Work product/service and process requirements are identified in the SIPOC development step of our integrated planning activities (Fig. 2.2-1). DSO unit leaders complete a SIPOC where they identify key unit processes, suppliers and their inputs, key customers and their requirements, OFIs, and

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measures of success. All DSO units have SIPOCs (AOS) that are updated each year as the need for new or modified processes may be identified either by the PVC, the customers, or the unit. Leaders are asked to verify customer requirements by contacting customers to survey their needs and expectations of each process. A master list/matrix of SIPOCs and APs reflecting the process requirements and work of our 53 units is posted on Alamo Share. Key work processes and requirements are shown in Fig. 6.2-1. Figure 6.1-1 Key Work Systems Framework

6.1a(2) Design concepts

PVC members are responsible for the various products, processes, and services which are designed within the AC key work systems framework to meet customer requirements. For example, the Student Experience work systems (2.0, 3.0, 4.0) were redesigned in 2015 using a review and refinement process spearheaded by their owners (VC for Student Success, VC for EWD, and the VC for Academic Success). This process design includes: 1) Identification of the need for a new product or process; 2) Review and discussion by CVC or PVC; 3) appointment of cross-functional team by SL; 4) benchmarking best practice and research by teams of models; 5) recommendations to SL to proceed; 6) SL endorsement or recommendation returned to team for further review and tweaking; and 7) implementation of product or process design with milestones identified along the way for SL review. Process owners validate customer requirements with their customers. For example, the director of IT asks customers what their requirements are during cross-functional team meetings and technology requirements and other inputs are identified during SIPOC development. SIPOCs also involve the identification of OFIs in each key process. An OFI might address the need for agility, a gap in service, duplicated steps in a process, or the need to incorporate more customer input. For example, in 2014, the Communications unit facilitated focus groups to further understand customer requirements related to effective organizational communication. HR has also been conducting focus groups to gain a deeper understanding of their customers’ requirements and OFIs. SIPOCs for each unit are AOS. 6.1b Process Management

DSO leaders manage work systems and processes and evaluate their performance through the Performance Measurement-Analysis System (Fig. 4.1-1). Work system and process performance is monitored through a set of unit key

metrics developed to evaluate efficiency and effectiveness. DSO directors or managers have a defined set of measures they continuously monitor to ensure organizational and unit success and sustainability. If processes are not performing as predicted, senior leaders analyze the data and recommend necessary process changes as needed. 6.1b(1) Process Implementation

DSO identifies systems and processes as “key” when they are important to 1) meeting college or other stakeholder requirements (for example, budget development and the delivery of HR processes are key to meeting college requirements); 2) financial viability (such as accounting and financial management); 3) overall success (such as the AC Foundation); or 4) long-term sustainability (such as strategic planning and business development). Key processes are designed to meet the growing needs and offerings of the five colleges, the higher education community, and the business community. Customer requirements are captured during SIPOC creation and annual updates. The PVC prioritizes work process improvement decisions during the SPP or weekly SL meetings. The need for new or modified work processes can be identified through numerous sources such as a request from a stakeholder, a benchmarked best practice shared by any employee, or a performance efficiency improvement initiative identified by the PVC. Often, these process decisions emanate from conversations held by cross-functional, cross-college teams (Fig. 3.2-2). Figure 6.1-2 DSO Work System Flow Model

DSO leaders manage work processes through evaluation of

their performance through the Performance Measurement-Analysis System (Fig. 4.1-1). Work system and process performance is monitored through a consistent set of metrics developed to evaluate efficiency and effectiveness to ensure success and sustainability. Each DSO unit identifies two or more key performance measures, including customer satisfaction, and these measures are tracked throughout the year. As part of the improvement approach, where available, leaders determine benchmark performance and establish goals to achieve world-class performance levels. Trend data are shared during the annual Data Days event so that SL can see results and consult with other leaders about opportunities to improve. Those units that demonstrate progress and leadership by utilizing SIPOCs and APs, participating in FOCUS PDCA training/coaching, and providing evidence of continuous improvement and innovation are recognized at the annual Pacesetters in

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Commitment to Excellence event. Performance measures such as safety, cycle time,

productivity, and cost control are incorporated into process design and monitored through process management, improvement, and control. For instance, the Accounts Payable team monitors and seeks to improve the cycle time of payments. Improving results are shared annually through the Data Days event. (Fig. 7.1-38). 6.1b(2) Support Processes

The PVC determines its key work systems. Key Support processes are shown in Fig. 6.2-1. These key processes are reviewed annually. In the day-to-day operation of its key support processes, DSO ensures that they meet customer/business support requirements by improving performance efficiency based on customer requirements and addressing feedback on satisfaction collected through surveys or focus groups. OFIs are identified in SIPOCs and addressed through AP implementation. 6.1b(3) Product and Process Improvement

Work processes are reviewed and improved through disciplined deployment of the FOCUS PDCA process (Fig. 6.1-3) to ensure that acceptable performance levels are achieved and sustained. The steps are: F – Find a process to improve. O – Organize a team around the process C- Clarify the current as-is process. U -Understanding variation through flow charting and root cause analysis. S – Select strategy. P - Develop a Plan. D - Execute the Plan. C - Analyze the data around the improvement. A - Act on the results. Figure 6.1-3 FOCUS PDCA

During the past 18 months, DSO units have participated in

FOCUS PDCA training/coaching and in completing a FOCUS PDCA project. Employees recognize the value of bringing customers and other stakeholders to the table to collaborate on the improvement and innovation of the process. Two examples of work process improvements that reduces variability are the improvement of cycle time for awarding financial aid and the awarding and posting of credits for transfer students. The FOCUS PDCA approach allows continuity of methodology between work system improvement initiatives and process improvement activities. 6.1c Innovation Management

The PVC identifies strategic opportunities and determines which are intelligent risks worth pursuing through the SPP (Fig. 2.1-1) and through issues that may surface during weekly PVC meetings. Responsibility is assigned to a PVC member to vet and research opportunities to determine if the opportunity is an intelligent-risk. After research is conducted, proposals for

AC implementation of innovative initiatives are shared with the PVC for their consideration. For example, in 2013, the idea of coordinating all curricula through six institutes in an effort to create easy career pathways for student success was researched and developed by the VC for Academic Success. A proposal to implement the process was vetted both at the colleges and with the PVC. BoT support was solicited and received, and the implementation is now underway.

When an innovation opportunity is determined, resources are provided by either the operational budget or by special funds made available by the BoT. For example, in the MyMAP student experience initiative, it was determined through benchmarking and the work of a process team that a case management system for advising held much promise of improving student success. The steps in this process included 1) a team with SL guidance was deployed to investigate best practices 2) recommendations and results from the team were shared with PVC 3) discussion occurred with PVC regarding the risk vs. benefit of this approach to advising 4) a budget was developed for first-year deployment of the approach, 5) a presentation was made to the BoT to endorse and fund the innovation. Human resource and technology requirements were identified as a part of the budget proposal to the BoT.

Other examples of innovation include: the establishment of the Faculty Innovation Fund, the BAM (2.2a(3)), and the appointment of a student representative to the BoT (1.1a(1)). An additional example is the approval of several million dollars at a BoT retreat for funding important elements of the MyMAP process after staff outlined four priorities for MyMAP deployment and all questions and issues were satisfied. An example of discontinuing an opportunity includes the Alamo Ideas program. The structure of this innovation did not allow for expedient implementation of new ideas.

DSO uses project management tools to manage innovation initiatives. For example, the current six priorities of the PVC are managed using project management tools. Results are transparent and located on the Chancellor’s webpage for public consumption. Innovation initiatives are sponsored, deployed, and tracked for performance by a senior leader. Project analysis is managed by a new position called Project Facilitator. At the DSO, this individual is assigned to the VCFA. A Project Facilitator is now located at each college as well. 6.2 OPERATIONAL EFFECTIVENESS

In 2011, the BoT approved the Alamo Way (AW) policy which provides a comprehensive, integrated systems perspective of overall organizational performance improvement management to promote student and organizational success. The AW involves a commitment to the Baldrige Criteria to ensure that processes are designed and implemented for efficiency, effectiveness, and ongoing success. All DSO employees have been introduced to the AW via required presentations and discussions outlining the Baldrige Criteria and addressing employee involvement in work process improvement. 6.2a Process Efficiency and Effectiveness

DSO controls the overall costs of its work systems by improving efficiencies in and reviewing processes or designing effective strategies through FOCUS PDCA and strategic planning initiatives. As a result of these reviews,

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unnecessary complexity and redundancy is eliminated across business units. For example, the Purchasing unit eliminated undesirable waste by implementing a workflow process to validate the Taxpayer Identification Number (TIN) before loading vendor data into the Banner system. This strengthened controls to ensure vendor profile information is accurate and compliant with IRS reporting, thus reducing risk and potential penalties for missing or incorrect TIN for non-student and non-employee vendors.

DSO prevents defects, service errors, and rework by focusing on core administrative functions that can be improved, automated, standardized and/or centralized. The Chief Bursar’s Office, for example, developed a notification process that informs college departments of invoice status for third-party, student-sponsored receivables for paid and outstanding invoices, thereby reducing errors through a standardized and automated process where results can be reviewed by all in a standard format and centralized repository.

A collaborative process in decision making to balance the needs of customers and steward expenditures affecting stakeholders is utilized to ensure success. An example of a redesign using FOCUS PDCA resulted in the AC

significantly improving its process for accounting of the annual inventory. This FOCUS PDCA, in concert with property steward training, has helped the team to reduce losses from 1.6% of unresolved items in 2011 to a record 0.01% in 2014 (Fig. 7.1-20). As part of the FOCUS PDCA approach, the process was reevaluated and restructured to clarify objectives, eliminate waste, and improve collaborative accountability utilizing a systematic process. DSO minimizes the costs of inspections, tests, and process and performance audits by building into the processes daily and monthly edit checks and reconciliations to proactively detect and correct errors before results are produced. 6.2b Supply-Chain Management

DSO has a collaborative process for defining clear specifications and requirements, conducting competitive bidding, selecting experienced and capable suppliers, managing performance of suppliers, and conducting systematic contract administration deployed throughout DSO. In the selection process, DSO ensures that suppliers are qualified and positioned to enhance performance and customer satisfaction.

Figure 6.2-1 – Key Processes, Requirements, and Measures

Process Key Process Examples of How

Process Contributes Sample Process Requirements Sample Process Measures

Cat. 7 Figs.

Lead

ersh

ip S

yste

m 1.1.

Strategic Planning

· Provides organizational focus

· Demonstrate agility

· Accuracy · Flexible

· Strategic objectives/Strategic Plan Scorecard (AOS)

· Action plan accomplishment

7.4-16

1.6. Organizational Excellence

· Quality service · Positive AC image · Operating efficiency

· Quality · Responsiveness

· Satisfaction with DSO service

7.2-1

1.5 Student Scholarships and Program Support

· Enrollment growth · Access

· Effective communication

· Stewardship

· # of dollars generated · # of scholarships awarded

7.5-6 7.5-7

7.1-7

STU

DEN

T EX

PER

IEN

CE

“MyM

AP”

Pro

cess

es

2.6 Financial Aid Advising and Awarding

· Student access · Organizational

sustainability

· Accuracy · Timeliness · Student-centered

· Cycle Time Direct loan applications

· Student satisfaction with financial aid

7.1-26

7.2-4

2.1 AlamoENROLL · Access · Service to community

· Accessibility · Coordinated marketing

· # of student recruited through college connection

7.1-9

7.1-10

3.4 Dual Credit · Increase enrollment · Increase access

· Timeliness · Accuracy

· # of students enrolled · # of ECHS

7.4-10

7.1-4

SUPP

OR

T PR

OC

ESSE

S

7.12 Supply Chain · Organizational sustainability

· Timeliness Efficiency

· Cost savings for purchases

7.1-36

7.1-37

5.1 HR Planning, Policies and Strategies

· Employee engagement · · Organizational

sustainability

· Quality · Alignment w/SP

· New Employee engagement · PACE employee-supervisor

relationship

7.4-3

7.4-4

5.8 Organizational Development

· Employee engagement · Employees trained

appropriately · Performance focused

· PACE professional dev opportunities

7.3-35

6.4 Technology Solutions

· Organizational sustainability

· Operating efficiency

· Accessibility · Innovation

Satisfaction with ITS

7.1-28

7.2-3

7.3 General Accounting and Reporting

· Operating effectiveness · Operating efficiency

· Accuracy

· Excellence in financial reporting

· Financial Audit results

7.5-1

7.4-5

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DSO evaluates potential supplier’s capabilities against specific customer requirements; system capabilities and capacity; implementation assistance and management; and financial viability. DSO also considers the ability of the provider to reduce the price of goods or services. Supplier performance is evaluated by surveying customers and stakeholders, assessing the billing, delivery, and payment processes. The purchasing unit uses this survey feedback to help suppliers improve. 6.2c Safety and Emergency Preparedness 6.2c(1) Safety

The AC Environmental Health and Safety program is implemented and managed by the DSO ERM unit. ERM and facilities routinely conduct inspections to identify potential hazards and to develop a plan to eliminate hazards identified during inspections. In these inspections, ERM determines the most effective way to remove, engineer, or design procedures to address the identified hazards. DSO has developed both policy and procedures to address operations where identified hazards are present, and to train personnel to safely perform operations in accordance with established procedures.

AC has a police department that employs 70 licensed peace officers that operate 24/7/365 and cover all AC property. Officers serve as first responders to incidents that occur on AC property and are trained in CPR, First Aid, and other procedures. DSO uses several methods to prevent accidents at the AC, and in a cycle of refinement and improvement, have trained over 700 employees on ERM awareness and an additional 200 employees in CPR/first aid in 2015. Where job duties expose employees to potential hazards, job-specific training is conducted. DSO also uses established procedures to ensure that job tasks are completed without incident. ERM actively responds to any safety concerns issued by employees, students, or community members. In the event of an employee, student, or other stakeholder injury, a root-cause analysis is used. All facilities systems are placed on a preventative maintenance schedule to ensure equipment is properly maintained in order to prevent untimely breakdown of services. Recovery operations are incorporated into the AC Emergency Operations Plan (EOP). 6.2c(2) Emergency Preparedness

The AC has adopted an EOP that encompasses the four elements of emergency management: Mitigation, Preparedness, Response, and Recovery. The plan complies with the National Incident Management System framework and incorporates Incident Command System (ICS) protocols. All AC buildings have personnel identified as the Building Action Teams to assist occupants during emergency incidents. AC has an integrated emergency notification system that can be used to notify the population of events that could affect their safety. Each location conducts training drills for five types of emergencies: evacuations, reverse evacuations, lock-down, severe weather, and shelter-in-place.

The EOP has established multiple Emergency Response Teams that follow the ICS organizational structure and can be implemented and scaled according to an emergency event. Teams conduct annual tabletops exercises to practice roles and become familiar with the EOP and more detailed Standard Operations Plan. IT has established and conducts annual testing of the Disaster Recovery Plan to ensure data and network security and backup protocols. Funds have been allocated for FY 2016 to purchase and deploy an enterprise Continuity of Operations Plan to supplement the AC EOP.

CATEGORY 7: RESULTS . 7.1 PRODUCT AND PROCESS RESULTS 7.1a Customer-Focused Product and Service Results

In 2014, the PVC adopted 4DX to improve execution of strategies and key actions. The 4DX WIG was to increase the number of certificates and degrees awarded from 6,300 in 2013 to 7,000 in 2015. With careful execution and participation by all college and DSO units, the goal was achieved a year early by awarding 7,310 degrees and certificates in 2014 (Fig. 7.1-1). This is a 73% increase since 2007 when 4,219 degrees and certificates were awarded. By the end of August, 2015, 9,765 degrees were awarded, far surpassing the updated 2015 target of 8,000. Figure 7.1-1 Degrees and Certificates Awarded

In Texas, graduation rates (Fig. 7.1-2) are calculated for

students over a three year period. In other words, we track whether each three-year cohort of new students has graduated three years later. Preliminary data indicates that last AC cohort (Fall 2012) has achieved the state benchmark. Figure 7.1-2 Three-Year Graduation Rate

AC offers high school students the ability to earn college

credit and high school credit through three dual credit programs: Traditional Dual Credit, Early College High Schools, and Alamo Academies [see Fig. 7.4a(5)].

Annually, the Alamo Academies (Fig. 7.1-3) provide access to almost 400 mostly minority (78%) and economically disadvantaged (86%) students to enroll in applied STEM technical careers. Almost 66% percent of these students graduate with a degree or marketable skill certificate within two years. This is significantly higher than the state benchmark of 3%. The Community College Futures Assembly awarded the Alamo Academies the Bellwether Award recognizing its outstanding and innovative programs. With more than 1,200 competing national community colleges, this is one of the highest honors an institution can receive.

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Figure 7.1-3 Alamo Academies Enrollment and Graduation

To expand post-secondary student access and readiness in the

AC service area, DSO and the AC have established 11 Early College High School (ECHS) partnerships (Fig. 7.1-4) designed to serve as a college gateway for area secondary students. To date, AC maintains a tuition- and fee-free funding model for dual credit, and has granted over $36 million in tuition and fee waivers to dual credit and ECHS students. Figure 7.1- 4 Early College High School Growth

AC urges students not to take out student loans through the

financial literacy program. This initiative has resulted in not only a lower number of students securing unnecessary loans (Fig. 7.1-5), but also a decline in AC student loan default rates (Fig. 7.1-6). Figure 7.1-5 Texas Students Receiving Loans

Figure 7.1-6 AC Student Loan Default Rates

The AC Foundation has made significant progress putting

people, processes, and best practices in place to ensure integrity in the administration of scholarships with the end result of increasing scholarship dollars being awarded to students over the past three years (Fig. 7.1-7).

Figure 7.1-7 Scholarships Awarded

The AC Mobile GO Center provides college and career

related services to prospective students, parents, and community members, ultimately increasing the number of students enrolled in higher education (Fig. 7.1-8). Figure 7.1-8 Mobile Go Center Outreach

In partnership with local ISDs, the AC College

Connection program is designed to help high school seniors transition into higher education (Fig. 7.1-9). The goal is to engage every high school student to consider higher education (Fig. 7.1-10). Figure 7.1-9 College Connection Enrollment

Figure 7.1-10 High Schools Serviced Through College Connections

Part of AC and DSO success is increasing the rate of

students who transfer to universities (Fig. 7.1-11).

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Figure 7.1-11 Student Transfer Rate

Another part of success is the increase in the rate of

students who complete a technical degree or certificate and are employed within six months of graduation (Fig. 7.1-12). Figure 7.1-12 Employment Placement

A leading indicator of completion or graduation is the

percentage of students who complete individual courses each semester. This number has been trending favorably since 2006 (Fig. 7.1-13). Figure 7.1-13 Course Completion Rate

Another leading indicator of completion or graduation is

productive grade rates (% of students earning an A, B, or C in a course) which has improved since 2006 (Fig. 7.1-14). Figure 7.1-14 Productive Grade Rates

In alignment with the priority of developing leaders per

the AW, SLI offers students the opportunity to learn, understand, and demonstrate the competencies and qualities of effective, principle-centered leaders. Out of the 50 community college institutions in Texas, only 5 colleges (16%) offer comparable student leadership programs. SLI’s performance indicators include student persistence (students who enroll in a given fall semester and who enroll the subsequent fall semester) and completion (graduation) rate. Fig. 7.1-15 shows the comparative effect of the SLI

program on increasing student persistence among student members of the SLI program and on maintaining SLI student graduation rates above those of AC students. Figure 7.1-15 SLI Student Persistence and Graduation

Degrees conferred as a percentage of enrollment (Fig.

7.1-16) is a proxy measure on effective contribution to realize the AC vision. This measure is regularly presented to all stakeholders, including the BoT, and is an indicator on the collective achievement of our number one metric (WIG) – graduating students. Figure 7.1-16 Degrees as a Percentage of Enrollment

Graduation rates for students earning technical certificates

and degrees are also on the rise (Fig. 7.1-17). Figure 7.1-17 EWD Graduation

HR has expanded its beneficial impact on students

through its 4DX student-facing educational project (Fig. 7.1-18). This activity increases employee engagement through direct interaction with students and supports WIG achievement. Figure 7.1-18 4DX: Students Educated on Benefits of Degree

Through a variety of strategies complementing its direct

service, the Police department has been able to improve

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sense of security scores (Fig. 7.1-21). They include improvement in facilities lightning, reduction of tree shrub overgrowth, control of vagrancy and trespassing, and increase of police officer presence on the campuses. Figure 7.1-19 Sense of Security

7.1b Work Process Effectiveness Results 7.1b(1) Process Effectiveness and Efficiency

DSO inventories property at all facilities. In the last five years, the Inventory Control unit has used FOCUS PDCA to significantly reduce inventory losses and strengthen property stewardship (Fig. 7.1-20). According to the ASTM, the acceptable level of non-high-risk property lost, damaged, or destroyed is 1% (benchmark). With a 0.01% level, DSO has become the inventory control benchmark for other institutions. Figure 7.1-20 Inventory Control Improvement

AC overall cost reduction strategies have included increasing

college class size, installing a new computer system, providing an early retirement incentive, centralizing certain operational functions, reducing energy costs, streamlining publications, applying recommendations from our internal auditor and Texas State Performance Review, and reducing duplication across the five colleges. These strategies have resulted in savings and demonstrated our operational effectiveness (Fig. 7.1-21). Figure 7.1-21 Cumulative Savings from Cost Reduction Strategies

Preventive maintenance (PM) is regularly scheduled repair

and maintenance needed to keep building components (heating-ventilation-air conditioning systems, roofs, plumbing, and electrical systems) operating efficiently and to extend their useful life. National standards recommend 1% to 5% of Asset Replacement Values (a FY15 range of $11 to $54 million for AC). In recent years, PM funding has improved (Fig. 7.1-22), and AC is targeting $21 million in the FY18 operating budget.

Figure 7.1-22 Preventive Maintenance

Internal Audit has realized significant efficiencies in the

average number of hours spent on single audits (Fig. 7.1-23). Figure 7.1-23 Internal Audit Efficiency

By implementing a new model based on best practices

for processing and posting student transcripts, CSI has increased productivity. Figs.7.1-24 and 7.1-25 show DSO's gains in efficiency in number of incoming and outgoing transcripts processed and cycle time to complete processing. Figure 7.1-24 Incoming College Transcripts Processed

Figure 7.1-25 Outgoing Transcripts

Part of the success of AC students depends on the

availability and awarding of financial aid to thousands of students. By reducing the cycle time to make the awards (Fig. 7.1-26), students are able to enroll more quickly and be ready for school on the first day of class. In FY14, SFA implemented a workflow so students could submit applications online. This reduced the number of forms to process and also reduced the number of trips required by the student to our office by 4,000.

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Figure 7.1-26 Direct Loan Applications Process Efficiency

AC’s online installment plan is a green initiative that

provides a convenience to students to pay tuition. The number of students utilizing this efficiency continues to improve (Fig. 7.1-27). Figure 7.1-27 Online Installment Plan Efficiency

IT maintains numerous online key systems for students and

employees. The IT WIG has been to maintain a minimum system availability of 99.99 % (Fig. 7.1-28). Figure 7.1-28 Information Systems Availability

The cost of producing a check, including check stock,

postage, envelopes, toner, equipment costs, and bank charges, is 400% higher than an ACH (Automated Clearing House electronic network) transaction. To replace the more costly paper checks, DSO implemented a pay card along with ACH payments to pay employees. This initiative supports our sustainability (going green) program. The goal is to have 100% electronic payments to employees (Fig. 7.1-29). Figure 7.1-29 Paper Checks Efficiency

The Call Center handles questions that are common to

most students seeking financial aid. Calls which require additional data access or special handling are forwarded to Student Aid officers. The efficiency of calls handled

increased from 92.3% in FY12 to 97.6% in FY15 (Fig. 7.1-30). Figure 7.1-30 Financial Aid Call Handling Efficiency

A green initiative to get students out of line and get online to

pay tuition bills continues to improve (Fig. 7.1-31). Figure 7.1-31 Online Payment Efficiency

Staffing levels are maintained through recruitment of

personnel to levels defined by the annual staffing plan. Speed of recruiting and employment has been improved to better-than-benchmark rates in a cycle of improvement that involved replacement of software, employment of a professional recruiter, and redesign of employment and onboarding processes. Increased efficiency is shown in Fig. 7.1-32 by an overall 33% decrease in time required to fill vacant positions. Figure 7.1-32 Cycle Time to Fill a Position

Fig. 7.1-33 shows the positive staffing gain in work-study

employment for students with financial need. The large increase in the number and speed of student hires in FY15 is the result of HR and Student Financial Aid WIG team for collaboration and innovation using FOCUS PDCA. The HR Work Study Hiring WIG produced a 210% increase in student employment over the first 12 months and work study staffing at 100% of the target. The work study target is determined by funding issued by the Department of Education to AC for the program. As such, the benchmark and target are both set to award 100% of funds.

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Figure 7.1-33 Work-Study Hiring Efficiency

7.1b(2) Emergency Preparedness

In FY11, AC began conducting five types of emergency drills (evacuation, reverse evacuation, lockdown, shelter-in-place, and severe weather) at our facilities (Fig. 7.1-34). Building Action Teams (BATs) were established and trained to facilitate the processes during drills and actual events. A steady increase in positive drill outcomes has been achieved. The industry best practice of conducting all 5 types of drills annually is the TSSC Benchmark and target DSO has adopted. In FY15, 23 drills were conducted, exceeding the benchmark. Figure 7.1-34 Emergency Drills

Prompt recovery of IT critical systems is vital to ensure

ongoing DSO and college operations. IT system disaster recovery is tracked annually to assure the availability of key systems within a 4-hour window post system disasters. Disaster recovery test results over the past 4 years have met DSO's 100% target of mean time recovery within 4 hours (Fig. 7.1-35). Figure 7.1-35 Disaster Recovery Efficiency

7.1c Supply-Chain Management Results

With a reduction in state funding, every penny saved in purchases becomes critically important. The Purchasing unit’s priority is to reduce item costs. Examples of cost reductions include a less costly substitute item, a new vendor contract, a cheaper transportation method, or a lower price negotiated with the existing supplier. Fig. 7.1-36 shows a positive trend in cost savings over the past six years representing $6.7 million dollars in cumulative savings.

Figure 7.1-36 Purchasing Cost Savings

The vast majority of purchases in AC are under $50k

(Informal Requisitions). In FY10, DSO ramped up efforts to ensure that requisitioners would utilize the procurement card (p-card) for small dollar and routine purchases. Because of the implementation and rapid growth of the p-card program, the number of POs issued has been reduced. This initiative (Fig. 7.1-37) is important because customers get faster turnaround and the cost and effort to make a purchase are reduced. This allows DSO to capture cash rebates and sidestep the work/expense involved in processing check payments. Figure 7.1-37 Purchasing Requisition Reduction

The Accounts Payable cycle time to process invoices has

been reduced significantly the last three years (Fig. 7.1-38). Figure 7.1-38 Accounts Payable Cycle Time Efficiency

7.2 CUSTOMER-FOCUSED RESULTS 7.2a Customer-Focused Results 7.2a(1) Customer Satisfaction

DSO monitors and improves overall customer satisfaction, the key performance indicator of service effectiveness. Each unit surveys college, DSO, or community customers asking them to rate "Overall, I am satisfied with the services provided by this unit" on a 1-5 scale. Fig. 7.2-1 shows the average overall customer satisfaction scores for all DSO units.

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Figure 7.2-1 Overall Customer Satisfaction with DSO Services

The % of students who answer CCSSE question 27 ("How

would you evaluate your entire educational experience?") with "Excellent" and "Good" is a performance indicator of student engagement with DSO (Fig. 7.2-2). Figure 7.2-2 Student Satisfaction with Educational Experience

Student satisfaction with computer labs measures acceptance

of this aspect of on-campus technology. This measure is trending upward in 2015 (Fig. 7.2-3). Figure 7.2-3 Student Satisfaction with IT Computer Labs

Student Financial Aid measures student satisfaction with the

financial aid services (Fig.7.2-4). Figure 7.2-4 Student Satisfaction with Financial Aid

AC Police measure student and employee satisfaction with

safety and security services (Fig.7.2-5).

Figure 7.2-5 Satisfaction with Police

The Community Partnerships unit measures the satisfaction

of ISD customers. (Fig. 7.2-6). Figure 7.2-6 Community Partners Satisfaction

The Workforce Center for Excellence measures the

satisfaction of customers who utilize this center (Fig. 7.2-7). Figure 7.2-7 Satisfaction with Workforce Center for Excellence

The Alamo University Center measures the satisfaction of

university customers who utilize the AUC classrooms and services (Fig. 7.2-8). Figure 7.2-8 Higher Education Satisfaction AC

7.2a(2) Customer Engagement

The five CCSSE benchmarks (Academic Challenge = ACh; Active and Collaborative Learning = ACL; Student/Faculty Interaction = S&FI; Student Effort = SE; and Support for Learners = SL) address key areas of student engagement regarding student college experiences and educational outcomes. They allow colleges to gauge and monitor their performance in areas that are central to their work. DSO services to the colleges positively influence CCSSE benchmark scores (Fig. 7.2-9).

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Figure 7.2-9 Overall Student Engagement

DSO contributes to increased customer engagement at the

AC through innovative initiatives and decisions at the PVC level and improvement of communication and services for the colleges and their students. Fig. 7.2-10 shows increasing AC student engagement for the last three years as measured through the net promoter score question in the CCSSE. Three of five colleges have reached the Texas benchmark and all five consistently surpass the national average score. Figure 7.2-10 AC Student Engagement

DSO uses social media to listen to its customers to enhance

customer engagement. Fig. 7.2-11 demonstrates a continuous increase in communication and interaction with customers via use of Facebook and Twitter for the last five months. Data segmented by college indicates that communication with customers via Facebook is growing every month at every location. Figure 7.2-11 Use of Social Media

SLI serves students directly by providing the tools and

experience needed to shape their leadership capabilities. Customer satisfaction positive ratings by SLI-served students have continued to increase since FY10 and remained above the 80% target. NPS assessments reveal off-the-chart student engagement scores for the last three years, demonstrating the high effectiveness of SLI services (Fig. 7.2-12).

Figure 7.2-12 Student Satisfaction/Engagement with SLI

7.3 WORKFORCE-FOCUSED RESULTS 7.3a Workforce-Focused Results 7.3a(1) Workforce Capability and Capacity

Workforce productivity and performance are improved by enhancing staffing levels and skill sets in conjunction with rightsizing strategies such as retirement incentives. Fig. 7.3-1 shows productivity improvement that is within the AC target and is 22% better than the Delta Cost AIR Benchmark for Community Colleges. Figure 7.3-1 Rightsizing and Productivity Trend

AC is committed to rightsizing the workforce for

optimum capacity without relying on pay cuts or layoffs. Incentive offers designed for full and phased retirement have accelerated turnover in areas of excess staffing to allow staffing increases needed elsewhere to improve performance. In 2011 the first incentive was offered as one of the 25 Key Strategies to respond to State funding reductions. Success of this strategy is evidenced in Fig. 7.3-2 by retirement rates substantially higher than the NCCBP benchmark and by the FY15 final year results showing that the full retirement incentive opportunity had been reached (when incentive funding exceeded demand). Figure 7.3-2 Rightsizing Retirement Incentive

Staffing in support of the AC mission is evidenced by the

diversity of our workforce. In 2015, AC received the national HEED Award for outstanding commitment to diversity and inclusion. AC maintains an Affirmative Action Plan (AAP) with annual goals to continually maintain minority and female representation that meets or exceeds availability by job group in the relevant AC job market.

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Figs. 7.3-3 and 7.3-4 show most AC job groups far exceed area diversity. Figure 7.3-3 Workforce Diversity: Minorities

Fig. 7.3-4 shows the area availability and the actual

female representation for each job group. The AC meets or exceeds AAP goals in most job groups. Placement goals are set each year for any job group that does not meet or exceed the AAP goals and feeder groups by at least 1 full person. Figure 7.3-4 Workforce Diversity: Females

Fig. 7.3-5 and 7.3-6 show evidence of AC and DSO

successful AAP diversity goal attainment over time. Analysis conducted at the end of each AAP year classifies progress for each goal as ‘attained’, ‘limited attainment’, ‘no opportunity to attain’, and ‘not attained/in progress.’ Annual placement goals have been met wherever opportunities existed from 2013 to present. FY16 goals are in progress with success assessed in May 2016. DSO, as part of the AC, has consistently maintained levels of minority and female representation that meet or exceed the standard for all job groups. Figure 7.3-5 AC Diversity Goals Attainment

Figure 7.3-6 DSO Diversity Goals Attainment

Figs. 7.3-7 documents turnover rates for faculty and non-

faculty positions for the past five years and the reasons for turnover. Turnover has decreased steadily since 2012 and

has remained well below the higher education benchmarks (CUPA, BLS and SHRM) even though retirement was being incentivized during this period. The involuntary separation rate is slightly higher than the CEB benchmark for all industries. The AC involuntary rate is validated for AC by an overall decline in the employee complaint rate for separations (see Fig. 7.3-14). Figure 7.3-7 AC Turnover Separation by Classification

Figure 7.3-8 Distribution of Employee Separations by Type

AC seeks to minimize demand on the workforce of

overtime in support of employee health and well-being. Fig. 7.3-9 shows that classified overtime demand (paid overtime hours) has declined over the last 4 years even as the size of the workforce has also decreased through rightsizing. Actual average weekly overtime hours for classified employees are below the national BLS average and the AC target. Figure 7.3-9 Overtime Demand

7.3a(2) Workforce Climate

AC’s annual PACE survey is administered to every employee. The survey utilizes a five-point Likert scale to measure employees’ satisfaction with Institutional Structure, Supervisory Relationships, Teamwork, and Student Focus. PACE is administered nationally to 69 community colleges, allowing AC to compare employee climate satisfaction to a national norm base. AC has established a 2016 target score of 4.01 (or a “Collaborative Leadership System” according to the PACE Model) Figs. 7.3-10 and 7.3-11 show overall upward progress towards this goal for AC, DSO, employee types, and key climate indicators.

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Figure 7.3-10 PACE Overall Workforce Climate

Figure 7.3-11 PACE Overall Workforce Climate by DSO Employee Type

AC tracks EAP utilization rates to determine awareness and

willingness to use this important employee benefit. Trending up EAP data indicates that employees are getting assistance to deal with personal and work issues that would otherwise adversely affect quality of life, engagement, attendance, productivity, and benefits costs (Fig. 7.3-12). DSO monitors EAP primary presenting problem data to inform HR strategies in support of workplace priorities such as a Drug/Alcohol Free Workplace and Campus. Figure 7.3-12 EAP Utilization Rate

AC also measures workers compensation injury rates per 100

FTE employees. Benchmarks are from the U.S. BLS data source for education organizations. Fig. 7.3-13 shows an annual injury rate that is three times below the industry benchmark of 1.9. Figure 7.3-13 Workers Compensation FTE Injury Frequency Rate

Fig. 7.3-14 shows the number of separation-based appeals,

civil actions, grievances, and EEOC complaints filed by separated employees. A decrease in the number of separation-

based complaints has been achieved over the last three years, indicating overall improvement in fairness and respect in conducting the separation process. Figure 7.3-14 Separation-Based Complaints

In keeping with AC commitment to maintain a safe and

healthy workforce, employees are encouraged to utilize sick leave time when they or their dependents are ill, injured, or required preventive care visits. Fig. 7.3-15 shows use of sick time is below the national average reported by AHRQ and below the target level. Unused sick time is banked and carries over from year to year for future use. Figure 7.3-15 Average Sick Days Used

DSO uses NILIE PACE survey's question 51 to gauge

employee satisfaction with their employment (Fig. 7.3-16). Figure 7.3-16 Employee Satisfaction with Employment

AC began conducting five different types of emergency

drills (evacuation, reverse evacuation, lockdown, shelter-in-place and severe weather) at all facilities starting in 2011 as indicated in Figs. 7.3-21. Over this period, Building Action Teams (BATs) were established and trained to facilitate the processes during drills and actual events. A steady increase in positive drill outcomes has been achieved. Industry best practice is to conduct all 5 types of drills annually. In FY15, 23 drills were conducted exceeding the benchmark.

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Figure 7.3-17 Emergency Drills Conducted by Location

AC is committed to fair, equitable and respectful treatment of

all employees. Prompt, fair resolution of any employee complaint is a priority. Fig. 7.3-18 shows a positive reduction in the number of complaints and virtual elimination of complaints filed externally, outside the internal grievance process established to provide prompt, fair resolution. This beneficial trend occurred during a period of significant change, rightsizing, and productivity increase efforts. The AC EEO complaint rate trend is favorable when benchmarked against the national EEO complaint trend. Figure 7.3-18 Employee Complaints

AC is dedicated to maintaining a healthy environment for work and learning free from harassment, discrimination, and retaliation. Training has been conducted bi-annually to raise awareness of sexual harassment under Title VII. In 2015 efforts were expanded to raise awareness of Title IX and sexual violence in educational settings under the Violence Against Women Act (VAWA). Awareness and the number of reported cases has increased dramatically with incorporation of Title IX and VAWA, evidence of training effectiveness and a high sense of safety employees have to make reports (see Fig. 7.3-19). The rise in reports is consistent with reports from the U.S. Office of Civil Rights Department of Education where a 228% increase in Title IX complaints filed by students was recorded between 2010 and 2014 and a 1000% increase over the past 5 years. Figure 7.3-19 Title VII and IX Awareness and Compliance

AC is committed to providing a drug/alcohol free

environment for work and learning. In keeping with this commitment AC instituted a policy of pre-employment drug screening in FY14. The fail rate for pre-employment drug screening shows a meaningful avoidance of candidates who are not drug-free in the workplace/on campus (See Fig. 7.3-20).

The fail rate for AC is lower than the national benchmark, evidence of successful communication of the AC Drug-Free policy to job seeking individuals. Figure 7.3-20 Pre-Employment Drug Screening Failure Rate

Maintaining a drug/alcohol free campus and workplace

enhances the AC ability to reduce Title VII and Title IX incidents that have a recognized correlation to sexual harassment, assault, and related undesirable behaviors. Violations of the AC drug/alcohol-free policy are identified through several channels as trigger incidents and managed in accordance with the Federal Drug-Free Workplace Act and the Drug/Alcohol Free Campuses and Communities Act. Suspected violations normally lead to assessment, testing, and referral for professional counseling and rehabilitation which, upon successful completion, allow for a return to work. While no benchmarks for trigger incidents and outcomes have been found, 100% of trigger incidents have been resolved in accordance with AC policy and provisions of the Federal Acts. (See Figs. 7.3-21 and 7.3-22). Figure 7.3-21 Annual Drug/Alcohol Trigger Incidents

Figure 7.3-22 Annual Drug/Alcohol Trigger Incident Resolution

AC has conducted correlation analysis to identify the

PACE Climate Factors that are most important to improving AC climate and employee satisfaction. Fig. 7.3-23 shows positive gains for these factors toward the target of full Collaborative Leadership across AC and within DSO.

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Figure 7.3-23 PACE Indicators of AC Employee Overall Satisfaction

7.3a(3) Workforce Engagement

Implemented in 2014, the Four Disciplines of Execution (4DX) has become a powerful leadership tool to engage all employees in pursuit of the AC WIG – to increase the number of degrees and certificates awarded. At each college and at DSO, the WIG has been achieved, mostly ahead of schedule. Three full WIG cycles have been completed. Fig. 7.3-24 shows the engagement of employees at all levels of leadership in establishing new habits of excellence in each cycle by focusing on the WIG; setting lead and lag measures; creating compelling scoreboards; and, establishing a cadence of accountability. Figure 7.3-24 4DX Engagement Trend

4DX WIGS executed by DSO teams evidence engagement in

the supporting the AC mission and directly influence student success. Fig. 7.3-25 shows the innovation and impact of one WIG developed by HR compensation professionals in collaboration with college student success professionals to educate incoming students about their earnings potential after educational completion. CUPA-HR awarded the HR Compensation WIG team the CUPA-HR 2015 HR Innovation Award for increasing employee and student engagement in educational completion. More than 5,000 incoming students have been reached via this WIG activity. Figure 7.3-25 4DX Employee Engagement for Student Engagement

The NILIE PACE survey asks employees about the

relationship they have with their supervisor, a measure that contributes to employee engagement. The goal is to attain an overall workforce climate of “Collaborative Leadership” (Fig. 7.3-26).

Figure 7.3-26 PACE Employee-Supervisor Relationship

AC is committed to providing high levels of HR service to

employees. Figs. 7.3-27 shows employee satisfaction with HR services using NPS measurement and benchmarking across industries against the most engaging service organizations in the country. Over time, through cycles of improvement, HR has substantially increased NPS results and raised the target score from 0, indicating “good” service, to a score of +30 which is Nike’s NPS score used as a benchmark. HR continues to develop service improvements with a longer-term goal of NPS +50, Disney’s NPS score. Figure 7.3-27 Employee Engagement with HR

Figs. 7.3-28 and 7.3-29 illustrate the positive trend in

average overall satisfaction with HR by location, based on a survey of 100% of the workforce each year. The survey is sent to 1/12 of the workforce each month to measure satisfaction factors, such as accessibility, timely service, communication, fairness/objectivity, usefulness, and provision of workable solutions. Monthly results support learning and improvements in specific HR service areas to achieve NPS gains. Figure 7.3-28 Overall HR Customer Satisfaction by Location

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Figure 7.3-29 Overall HR Employee Satisfaction by Service

The AC Emergency Sick Leave bank is a benefit for

employees who have exhausted all forms of leave and are faced with catastrophic illness or injury to. The bank receives voluntary donations of sick leave hours from AC employees (Fig. 7.3-30). Figure 7.3-30 Emergency Sick Leave Donations

7.3a(4) Workforce Development

AC is deeply committed to employee development as evidenced by the financial investment made each year for each employee (Fig. 7.3-31). AC expenditure on training and development as a percent of payroll exceeds the national benchmark while AC cost per FTE is slightly below the national level per FTE due to the development of a more cost-efficient internal training and development capacity that utilized a large cadre of certified content facilitators. Even though the number of tuition reimbursement hours has increased, the cost per employee for tuition reimbursement, a component of overall investment, has decreased as employees enrolled in more cost-efficient institutions and program offerings (Fig. 7.3-32). Figure 7.3-31 Employee Development Investment

Figure 7.3-32 Employee Tuition Assistance Costs

The ALAS program (Fig. 7.3-33) is a nine-month program designed to equip, strengthen, and prepare AC leaders. Leadership development is focused on key leaders having, mind-set, skill-set and tool-set to assist in the execution of AC goals aligned to the MVV. Leadership development at AC builds great leaders, great teams, and great results. Since the creation of the ALAS program, the number of leaders developed per class has doubled. Our target will stabilize at the 10-year mark as we expand development to the next phase: AC Leadership Academy for Success and Partnership Impact. While no leadership development benchmark is available for educational institutions, other assessments of the training and development investment are followed by DSO. Figure 7.3-33 ALAS Leadership Development Participation

Understanding the need to provide employee development

at all levels, AC has established a tuition reimbursement program to provide opportunities for full-time employees with one or more years of service to take higher education courses or professional certification courses to enable them to further our mission. This program provides eligible employees with up to $2,200 in tuition reimbursement per year (Fig. 7.3-34). Figure 7.3-34 Employee Tuition Reimbursement Participation

Fig. 7.3-35 shows AC’s overall upward progress towards

providing employees with professional development opportunities. DSO has established a PACE survey goal of 4.01 for the “Collaborative Leadership” area. Figure 7.3.35 PACE Employee Professional Development Opportunities

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Figs. 7.3-36 and 7.3-37 show a positive trend in the development of non-faculty and faculty employees. Development hours per employee are benchmarked against national AtD benchmarks. AC development hour targets and actual hours exceed the national standard. Figure 7.3-36 Non-Faculty Development Hours

Figure 7.3-37 Faculty Development Hours

7.4 LEADERSHIP AND GOVERNANCE RESULTS 7.4a Leadership, Governance, and Societal Responsibility 7.4a(1) Leadership

The PACE Survey asks employees about “the extent to which student needs are central to what we do,” a key measure of employee understanding of the AC value of “Students First”. DSO has experienced improvement in this area and AC is nearing the “Collaborative Leadership” target (Fig. 7.4-1). Figure 7.4-1 PACE Employee Understanding of Student as Priority

On the PACE survey, DSO asks employees “the extent to

which institution-wide policies guide my work” (Fig. 7.4-2). Figure 7.4-2 PACE Extent to Which Policy Guides Work

AC employee engagement begins during onboarding for hire and New Employee Orientation. A key aspect of engagement is to connect new employees to the MVV and their work team (See Fig. 7.3-17). Effectiveness of orientation is evidenced by new employee sense of connection and teamwork. While no benchmark exists, AC has set a target and assesses this form of engagement among new employees. Figure 7.4-3 New Employee Understanding of Mission/Culture

Fig. 7.4-4 shows yearly improvement in how DSO

employees see their working relationship with senior leaders, as measured through an overall average score from 13 PACE survey questions. Figure 7.4-4 PACE Employee-Leader Relationship

7.4a(2) Governance

The state of Texas requires an annual financial report and a financial audit of the report by external auditors. The report must comply with the requirements of Annual Financial Reporting Requirements for Texas Public Community and Junior Colleges as set forth by the THECB. The report is used by bond rating agencies, taxpayers, regulators, bond holders, creditors, and the public to determine if AC has presented fairly in all material respects the AC financial position and any changes in the financial position in accordance with generally accepted accounting principles. The goal is to have unmodified opinion and no findings (Fig. 7.4-5). Figure 7.4-5 Financial Audit

7.4a(3) Law and Regulation

Each year AC is required by the Single Audit Act Amendments of 1996 and OMB Circular A-133 to have a single audit performed on its federal awards. Additionally, AC is required to have a single audit performed on its state awards. Both audits are to determine if AC has complied with the laws, regulations, contracts and grants applicable to the federal and state programs. A qualified opinion or too many findings indicate the inability of the AC to administer these programs. The AC goal is to have unmodified

2010 2011 2012 2013 2014Type of Opinion Unmodified Unmodified Unmodified Unmodified UnmodifiedN. of Findings 1 0 0 0 0

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(=unqualified) or “clean” opinion and no findings (Fig. 7.6-5). Figure 7.4-6 Financial Regulatory Opinions

7.4a(4) Ethics

The number of substantiated reports represents the number of ethics hotline reports that are investigated because the allegations are supported by the evidence (Fig. 7.4-7). DSO has been effective in reducing the percentage of hotline reports that were substantiated and maintaining our counts below 30, the industry average used as benchmark. Figure 7.4-7 Substantiated Ethics Hotline Reports

Another indicator of the AC ethics climate is the rating given

by employees in the NILIE PACE survey statement 16, “The extent to which open and ethical communication is practiced at this institution” (Fig. 7.4-8). Figure 7.4-8 PACE AC Open/Ethical Communication

Ethics training was first required of all full time employees in

2008 and had a participation of 96%. Since FY10, we have consistently reached our goal of 100% participation every year, including BoT members (Fig. 7.4-9). Figure 7.4-9 Ethics Training Participation

7.4a(5) Society

In the last four fall semesters, enrollment in dual credit programs has increased and provided free tuition to over 34,549 students valued at over six million dollars in tuition waivers annually (Fig. 7.4-10).

Figure 7.4-10 AC Dual Credit Enrollment (Unduplicated)

DSO conducts an annual campaign to support three

important causes within the community: The United Way providing critical health and human services; the Fund supporting arts and cultural events; and the AC Foundation offering scholarships and educational programs to students. Through the campaign, employees build a culture of philanthropy to give back to the community by enhancing the economic well-being and quality of life of our citizens. Fig. 7.4-11 demonstrates our giving trends by participants and their average gift size per capita. Figure 7.4-11 Employee Giving Back Donations

DSO and AC have a proven record in energy cost savings.

Through process improvement and innovation, DSO has implemented a variety of energy savings measures, including system-wide adoption of four-day work weeks every June and July, shut down of facilities on holidays, turning off lights in vending machines and digital signage after hours, energy audit implementation, and TAMU Energy System Laboratory Continuing Commissioning implementation. This has resulted in cumulative savings for the last 7 years of approximately $10.6 million (Fig 7.4-12). Figure 7.4-12 Cumulative Energy Savings

DSO measures CO2 emission (tons/student) using a

Second Nature calculator and average of community colleges as benchmark. Several of the college campuses have achieved the benchmark level through better building use optimization, including consolidation of low-attendance classes in fewer buildings and investment in insulation and solar gain reduction strategies (Fig. 7.4-13).

2010 2011 2012 2013 2014

Type of Opinion Qualified Unmodified

Unmodified, except for

Qualified on 1 program

Unmodified Unmodified

N. of Findings 7 6 8 4 2$ audited (both

federal and state)

$147.2 million

$180.5 million

$160.7 million

$146.2 million

$133.6 million

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Figure 7.4-13 CO2 Emissions Per Student

Figure 7.4-14 Water Consumption Reduction

Figure 7.4-15 Waste Reduction

7.4b Strategy Implementation Results

To ensure systematic strategy alignment and implementation, all DSO units within their corresponding divisions (AS, SS, EWD, FA, and PPIS) as well as the BoT unit (Internal Audit) and the five OTC units (BoT Liaison, Community Partnerships, Ethics and Compliance, Legal Services, and the Foundation) prepare, modify manage, and complete unit action plans. The rates of successful action plan completion appear in Fig. 7.4-16. Figure 7.4-16 Action Plan Completion Rate

Fig. 7.4-17 shows how DSO is trending steadily toward

100% engagement of DSO employees in 4DX goal execution projects through the current fourth cycle.

Figure 7.4-17 4DX Implementation Trend

During the annual AC strategic planning retreat, DSO

uses the “Are We Making Progress?” Baldrige survey to gauge participants’ perception about progress in the journey to performance excellence. At the end of each survey section, DSO includes a question asking for an overall grade on progress in each Baldrige category. Fig 7.4-18 shows perceived performance excellence improvement as an indicator of the achievement of organizational strategy according to AC leaders. Figure 7.4-18 Baldrige Survey Results

Overall, I give the Alamo Colleges the following grade (1-5) for 2014 2015

Leadership 2.48* 3.62 Strategic Planning 2.34 3.37 Customer Focus 2.32 3.86 Measurement, Analysis, and Knowledge Management 2.41 3.60

Employee Focus 2.48 3.77 Operations/Processes Focus 2.27 3.43 Performance Results 2.54 3.68 * Yearly scores (1.00-5.00) are weighted averages. DSO leaders track results for key measures of the

achievement of our SP strategic objectives and corresponding long-term plans and annual AP. To monitor implementation and achievement of principle-centered leadership (the second strategic objective) and those plans, DSO collects and analyzes CCSSE and NILIE PACE survey data students and employees, respectively (Fig. 7.4-19 and Fig. 7.4.20). CCSSE's question 12 and NILIE PACE's overall climate score and selected statements are DSO's key measures of senior leadership long-term goals and action plans. The chosen items of CCSSE’s question 12 are 12c (How much has AC contributed to your and effectively?), 12e (thinking critically and analytically?), 12h (working effectively with others?), 12i (learning effectively on your own?), 12l (developing a personal code of values and ethics?), 12m (contributing to the welfare of your community?), and 12n (developing clearer career goals?). The selected NILIE PACE statements are 11 (extent to which institution teams use problem solving techniques), 16 (extent to which open and ethical communication is practiced at this institution), 22 (extent to which this institution has been successful in positively motivating my performance), 25 (extent to which spirit of cooperation exists at this institution), and 48 (extent to which innovation is encouraged at the institution). CCSSE’s 90% quantile and NILIE PACE’s 2014 norm are used as benchmarks. Questions 48 and 51 are custom questions without a NILIE PACE norm as benchmark.

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Figure 7.4-19 CCSSE Leadership Responses (Students)

Figure 7.4-20 PACE Leadership Response (Employees)

DSO's decision to strengthen the core competencies and take

intelligent risks for advancing innovative initiatives to ensure student success is reflected in the financial expenditures made in recent years (Fig. 7.4-21). Figure 7.4-21 Financial Investment on Core Competencies and Innovation

7.5 FINANCIAL AND MARKET RESULTS 7.5a Financial and Market Results 7.5a(1) Financial Performance

To demonstrate financial transparency to its faculty, staff, students, taxpayers, and other stakeholders, AC prepares two documents each year: a financial report and a budget encompassing projections and actual results for budgetary control. AC has earned from the Government Finance Officers Association (GFOA) a Certificate of Achievement for Excellence in Financial Reporting each year since 2009 (Fig. 7.5-1). This nationally recognized program requires AC to go beyond the minimum requirements of generally accepted accounting principles to prepare comprehensive annual financial reports that evidence the spirit of excellence by an expert in financial reporting at the GFOA, along with three higher education reviewers across the nation. Figure 7.5-1 Excellence in Financial Reporting

In addition to awards in financial reporting, AC has earned the Distinguished Budget Presentation Award from the GFOA each year since 2010 (Fig. 7.5-2). This prestigious program recognizes conformance with the highest standards for preparation of state and local government budgets. The budget document must meet program criteria as a policy document, as an operations guide, as a financial plan, and as a communications device. The document is judged by three experts across the nation. Figure 7.5-2 Excellence in Budgeting

A grade is given to bonds that indicate their credit quality.

Bond ratings are expressed as letters ranging from “AAA,” which is the highest grade, to “C” which is the lowest grade. AC issues bonds to pay for and maintain property, buildings, and land. Ratings are reviewed and issued when the organization plans to issue new debt through bonds in the market. The goal is to have “AAA” rating by two nationally recognized rating agencies. Dallas County Community College District (DCCCD), the benchmark, is rated “AAA” by both Moody’s and S&P. AC has a triple A rating from Moody’s (Fig. 7.5-3). Figure 7.5-3 Bond Rating

The financial vulnerability ratio indicates our ability to

cover operating expenses with unrestricted resources. The formula is unrestricted net assets divided by total operating expenses. The target is a ratio greater than 0. If the target is too high, it shows the organization is not taking advantage of opportunities to use existing resources to invest in future benefits. If the target is consistent, it indicates management’s ability to manage changing financial landscapes. Between 0 and .99 is very good. Less than 0 means the institution does not have enough reserves for daily transactions (Fig. 7.5-4). Figure 7.5-4 Financial Vulnerability Ratio

Fig. 7.5-5 indicates the percent of institutional support

expense as a percentage of the total operating expense. AC has moved slightly above this average in FY 13 and FY14 because senior leaders made a conscious and deliberate decision to invest in safety and security, student success, and customer service initiatives. AC seeks to reduce its institutional support expenses as a percent of total operating expense. The target is to be below DCCCD, a similarly-

2012 2013 2014 2015Organizational efficiency and sustainability 279.550 290.490 295.840 295.290 Innovative technology to support administrative, academic, and student support operations

- - 0.600 1.000

Partnership development and stewardship 0.018 0.055 2.119 1.017

Driving adoption of innovative practices

2012 2013 2014 2015

Student success initiatives (AlamoADVISE, AlamoENROLL, AlamoINSTITUTES) - 2.000 2.000 4.800

Dual Credit (waived tuition and fees) 12.713 12.569 13.648 14.709 4DX & Covey-based leadership training - - 1.200 0.300

AKING INTELLIGENT RISKS FOR INNOVATIOFINANCIAL INVESTMENT ($ millions)

BUILDING AND STRENGTHENING CORE COMPETENCIES

FINANCIAL INVESTMENT ($ millions)

(included in Organizational Efficiency and Sustainability)

Annual Financial Report 2008 2009 2010 2011 2012 2013 2014Submitted Alamo Colleges financial report

No Yes Yes Yes Yes Yes Yes

Earned Certificate of Excellence

No Yes Yes Yes Yes Yes Yes

Budget Document 2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Submitted Alamo Colleges budget document

Yes Yes Yes Yes Yes Yes

Earned Distinguished Budget Presentation Award

No Yes Yes Yes Yes Yes

Rating Agency 2008 2009 2010 2011 2012 2013 2014

Moody’s Aa2 Aa1 Aaa Aaa Aaa Aaa Aaa

S&P AA AA+ AA+ AA+ AA+ AA+ AA+

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sized urban college district used as a benchmark. AC has the second lowest support to operating expense in the state. Figure 7.5-5 Institutional Support Expense/Total Operating Expense

The strength of a community college Foundation can be

judged in part by its ability to grow total assets (Fig. 7.5-6) by raising funds for the permanent endowment. The Foundation has demonstrated continuous asset growth in the past four years. Figure 7.5-6 Foundation Assets

The Foundation board and staff are committed to the goal of

offering a scholarship to every student who is eligible and who applies. This informs the unit strategy of meeting the annual gift income target of four million dollars. Fig. 7.5-7 shows the Foundation’s favorable performance at reaching this goal in comparison to peers. Figure 7.5-7 Foundation Gift Income

For several years, the EWD CE program has continued to

increase revenue contribution and demonstrated effectiveness and operational efficiency, despite reductions in its workforce capacity. Fig. 7.5-8 shows how CE has surpassed the national LERN standard of revenue based on available workforce capacity ($125,000 minimum expected revenue generated per CE FTE employee.

Figure 7.5-8 EWD Continuing Education Revenue

7.5a(2) Marketplace Performance

Fig. 7.5-9 shows DSO's annual market growth as represented by an increase in partnerships with P-12, higher education institutions, and business/industry representatives. Figure 7.5-9 Growth in Partnerships

Through the BoT and PVC, DSO sets strategic direction

and policy to increase student enrollment and empower the diverse communities AC serves. DSO tracks participation rate (Fall headcount divided by the service area population of ages 18-64) as a measure of market penetration. Fig. 7.5-10 shows the current status and improvement in market growth performance. Figure 7.5-10 AC Participation Rate

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