APPENDIX C: PROGRAM REVIEW FOR …info.kauai.hawaii.edu/admin/gov/progreview/06 OAT Full... · Web...

Kaua`i Community CollegeOFFICE ADMINISTRATION AND TECHNOLOGY

PROGRAM REVIEW

Program/Unit Name: Office Administration and Technology

Report Prepared/Edited by: Shelley Konishi

Other Review Participants:

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

TABLE OF CONTENTS

PROGRAM DESCRIPTION AND BACKGROUND........................................................1

PROGRAM GOALS...........................................................................................................2

ACCESS..............................................................................................................................3

Outreach...................................................................................................................3

Enrollment................................................................................................................3

Retention..................................................................................................................3

Placement and Scheduling.......................................................................................4

TEACHING AND LEARNING..........................................................................................4

FACILITIES........................................................................................................................8

WORKFORCE DEVELOPMENT......................................................................................8

PERSONAL DEVELOPMENT..........................................................................................9

COMMUNITY DEVELOPMENT......................................................................................9

STRENGTHS AND AREAS NEEDING IMPROVEMENT...........................................10

ACTION PLAN.................................................................................................................11

PROGRAM DESCRIPTION AND BACKGROUND

The program was called Secretarial Science when Kauai Community College became part of the University of Hawaii Community College System in 1965. In 1991, following PCC (Program Coordinating Council) recommendations, the program changed its name to Office Administration and Technology (OAT) to better reflect industry trends. Effective Fall 1997, most OAT courses converted to 100-level numbering, also as a result of PCC recommendations

Most recently, another name change, approved by the Curriculum Committee this semester, becomes effective Fall 2006—Business Technology.

The campus currently has two full-time positions assigned to OAT, although only one position currently filled is dedicated to OAT. The second position is now filled 40 percent by a retired OAT instructor currently assigned to the Culinary Arts Program. Another instructor, originally hired to fill a General Business position, teaches several OAT courses.

The program directly serves the mission of the college by providing business technology education and training in a caring, student-focused, and intellectually stimulating environment. The program prepares students/graduates for entry-level clerical positions, provides opportunities for updating office skills, and contributes to the development of life-long learners who think critically, appreciate diversity, and lead successful, independent, socially responsible, and personally fulfilling lives.

The program offers Certificates of Completion, Certificates of Achievement, and Associate in Applied Science degrees.

College Goals OAT Program GoalsAccess: To Provide open access to educational excellence for a diverse student population.

Improve student retention through faculty involvement in counseling and advising, and annually reaffirming partnerships with high schools, advisory committees, and focus groups.

Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

Maximize electronic tools for record keeping, testing, information dissemination, and collaborative learning.

Workforce Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

Explore, develop, and offer additional credit/non-credit hybrid certificate programs: medical office receptionist (higher level), technology, retail/cashiering, legal, insurance, hotel, and e-commerce.

OAT Program Review—February 2006 1

Promote positive work ethics and attitudes stressing quality, curiosity, accountability, cultural understanding, positive interpersonal skills, and professionalism.

Develop and refine interpersonal skills and personal qualities (see Professional & Business Etiquette).

Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

Ensure faculty development in the areas of changing business environment state-of-the art technology summer internships certification training learning communities interdisciplinary modes international education

Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

Expand community partnerships that meet common goals.

Diversity: To foster global understanding and appreciation for diversity.

Emphasize diversity in the curriculum through classroom content and activities.

ACCESS

Outreach

Outreach is virtually handled through career fairs open to the general public and at the individual high schools. OAT program brochures and course listings/suggested schedule are distributed at the fairs. Radio spots promoting Kauai Community College in general are run before the start of each semester.

Also, KCC’s schedule of courses is distributed as a separate publication in The Garden Island.

Obviously our outreach efforts are insufficient since enrollment continues to decline. According to OAT’s program health indicators, enrollment has dropped 29 percent from Fall 2000 (59 student majors) to Fall 2005 (42).

Enrollment

From Fall 2000 to Fall 2005, the number of degrees and certificates awarded has been generally stable except in Fall 2003 when only eight awards were granted. In Fall 2000, 10 degrees/certificates were awarded; in Fall 2006, 11 were granted. A major concern is that only about 20 percent of student majors receive degrees/certificates.

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Contributing factors to declining enrollment: lack of new openings in state and county civil service positions, removal of community college remedial ed programs, students coming of age with basic computer skills, lack of consistent articulation with feeder schools, increased numbers of students dropping in/out of school due to personal contingencies (pregnancy, need for employment, etc.)

Retention:

Scheduling: OAT instructors have carefully reviewed course offerings in the past to ensure that students are able to complete their coursework in a timely manner

Review of prerequisites: Instructors constantly review prerequisite requirements to ensure that students are prepared to succeed in classes. In F01 semester, we began testing keyboarding skills (OAT 121) of OAT students to facilitate enrollment into program and ensure that students were not taking a course where competencies had already been gained.

Some instructors call students or e-mail them when attendance lapses to determine what can be done to get absentee students back into the classroom.

The successful Major Course Completion rate has increased approximately 23 percent since Fall 2000. (From 73.5% to 92.7% in Fall 2005). This statistic confirms an improvement in retention. An area of concern, though, is the decrease in the past two years of the rate of successful General Ed Course Completion. The rate dropped from 82.5 % in Fall 2003 to 66.7% in Fall 2004 to 58.6% in Fall 2005. (See OAT Annual PHIs)

Placement and Scheduling

Business Division faculty continually reviews prerequisites to ensure open access and student success in its programs.

With the five-year schedule for CAF conversions beginning this semester, instructors are encouraged to carefully review course prerequisites and co-requisites.

The Business Education uses a “Post-It” system of scheduling courses to avoid conflicts and to follow the two-year schedules using the suggested course sequence handouts for each program area. Classes are scheduled so that students can conveniently carry the suggested course load for each of the four semesters. This system, along with increased blocked classes, should encourage students to stay on track.

A Student Services counselor assigned to the Business Division is consulted each semester to review course scheduling for potential conflicts and to more effectively manage course offerings among the four Business Education program areas. This process seems to minimize scheduling problems for students, although a few new problems usually occur every semester.

LEARNING AND TEACHING

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The OAT curriculum is reviewed for currency in the following ways:

Participation in the OAT PCC. An instructor participates in the systemwide OAT PCC (Program Coordinating Council), which reviews programs for currency and consistency. The University of Hawaii System Articulation Agreement, Business Technology (BTEC) aka Office Administration and Technology (OAT), completed in September 2005, is evidence of efforts to remain current. Curriculum actions forms (CAFs) to comply with the articulation agreement were submitted this academic year (2005-2006) for the following courses:

Existing ProposedOAT 121: Keyboarding BUSN 121: Introduction to Word ProcessingOAT 123: Document Formatting BUSN 123: Word Processing for BusinessOAT 140: Filing BUSN 170: Records and Info. ManagementBUS 143: Professional Employment Prep. BUSN 166: Same titleBUS 55: Computational Problems in Business BUSN 189: Business MathematicsBMAC 20C: Electronic Calculators BUSN 89: Electronic CalculatingBUS 193V: Cooperative Education BUSN 193V: Same title

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Also, at articulation meetings in Summer 2005, OAT/BTEC faculty developed a template (attached) to establish consistency in course numbering. That template affected the following courses, which were also submitted for approval this academic year.

Existing ProposedOAT 20: Basic Keyboarding BUSN 20: Same titleBMAC 30: Cash Register BUSN 87: Same titleBUS 121B: Customer Service—Basic Concepts BUSN 161B: Same titleOAT 130: Information Processing BUSN 124: Same titleOAT 131: Information Processing Applications BUSN 125: Same titleOAT 138: Spreadsheet and Database BUSN 130: Same titleOAT 143B: Telephone Techniques and Communications BUSN 160: Same titleOAT 180: Bus. English and Transcription I BUSN 180: Same titleOAT 181: Bus. English and Transcription II BUSN 181: Same titleOAT 190: Office Computer Troubleshooting BUSN 112: Same title

*See the signed articulation agreement at the following website:http://www.hawaii.edu/vpaa/system_aa/articulation/articulation.html

Advisory Committee. An OAT Advisory Committees consisting of graduates, personnel officers representing various businesses (hotels, law firms, health care facilities), County personnel (civil service), government and private labor organizations (KEO, WDD, etc.), and a high school business instructor is usually convened annually to review program issues. The committee provides valuable input regarding curriculum, trends, workplace needs, etc.

In the past, the following program changes were instituted at the recommendation of advisory committees:

The Business Division’s Professionalism and Business Etiquette for the Classroom and Worksite is one added product of the advisory committees’ recommendations.

Other outcomes include the development and integration into curriculum of BUS 143--Professional Employment Preparation, BUS 121B—Customer Service: Basic Concepts, OAT 143B—Telephone Techniques and Communication courses.

OAT 121 was changed from a program requirement to a program prerequisite, bringing it in line with other campuses.

OAT 152 was deleted from the program. The six credits (created by deleting OAT 121 and 152) were designated as required

specialty electives with students being given a menu of course options from which to choose. This revision enables students to explore the vocabulary and obtain an overview of typical office environments and positions including hospitality, medical, technology, accounting, and management.

Special Projects. Instructors also participated in a Return to Industry project during Summer 2002, which revealed that most businesses were hiring employees only at the entry level. The

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OAT associate degree appears to have lost its value. To address employer requests for entry-level training, the Certificate of Competence—Cashiering is being proposed. The program offers short-term training for entry-level retail positions and will first be offered in Fall 2004. (See Program Action Request/Certificate of Competence—Cashiering)

Student Evaluations. Formal and information student evaluations are conducted regularly. Informal evaluations called “Course Reflections” are collected to obtain student input regarding their course work. Students are asked to “cite what you learned in the course, list three specific things you liked about the course, list three recommendations for improving the course, discuss the workload, describe how the course improve their writing/thinking skills, etc.”

Graduate and Employer Focus Groups

Focus Groups: Student focus groups have been convened (Spring 2003 and 2005) to obtain feedback from accounting and OAT graduates regarding their evaluation of the programs. Unfortunately, scheduling constraints and a system of tracking students limits the participating pool of graduates.

Academic remediation:

The Think/Write lab has been used as a requirement in a couple of courses to force students to get help with their writing.

The Division has also taken advantage of Perkins monies to hire tutors in keyboarding and business math to help students succeed.

Student Learning Outcomes (SLOs)

1. Writing: Compose, proofread, and edit business correspondence, reports, and presentations in acceptable format.)

2. Application: Apply office and workplace skills, knowledge, and attitudes in a professional office setting.

3. Resource Management: Use goal setting and time management skills to handle multiple priorities.

4. Information Literacy: Conduct electronic research using Internet search engines.

5. Technological Competency: Use computer software for word processing, spreadsheet, database, presentations, and graphics to produce documents.

6. Respect for Diversity: Apply problem-solving and conflict-resolution skills to successfully resolve differing viewpoints.

Academic Support

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The Business Education Division collaborated with the Media Services Department to secure digital presenters for the two computer labs. The equipment has greatly improved the way lectures and demonstrations are handled. Students, too, have the technology support to showcase their presentations.

The Learning Center provides computer access to OAT students needing to complete their assignments on evenings and weekends or when both classrooms are in sessions. Also, tutoring services are used, thanks to Perkins funding, for students needing extra support.

Faculty and Staff

Current faculty members have been with the program for at least 20 years. They have upgraded their basic computer literacy skills in areas such as word processing, email, database, and spreadsheet as newer versions of Microsoft Office emerge.

They recognize the need to bring 21st century instructional technology into the classroom in areas such as grading, web page development, student tracking, testing, communication, and distance learning. Additionally, they recognize the need to have better understanding of the academically underprepared student and to develop success strategies to increase their staying power.

Efforts are thwarted by lack of time and lack of instructional technology focus, planning, support, and leadership. Further, traditional institutional incentives such as range (promotion) increases and sabbaticals do not appear to be adequate motivating incentives.

Staffing needs:

One position (actually designated as Business—not OAT) was lost due to retirement in May 2001. Another became partially vacant due to retirement in December 2004. With only one designated OAT position, lecturers must be used to support all course offerings. Based on the Multi-Year Plan of Offerings (MYPO), one instructor should be able to handle the course load; however, doing so means at least four preps per semester with little time for program planning and improvement.

Staffing needs lie in the areas of instructional technology education, support, and development; and in helping instructors clearly identify future program needs and direction rather than floundering around with statistics whose numbers are too small to be meaningful. Future staffing needs may require those with expertise in areas such as career communications, sales/marketing, e-commerce, entrepreneurism, soft skills, and the ability to look and work beyond the traditional classroom as the place where learning occurs.

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FACILITIES

A few comments from the February 2006 graduate focus group indicated the need to upgrade the Microsoft word processing software.

“Had a meeting with the Dean: suggestion for OAT program, need to be updated with software – if you work for the State it doesn’t matter but other companies are ahead of what’s being taught at KCC.”

To the question What would recommend to improve the OAT program? one response was “Updated software.”

MS Word 2000 is no longer available for sale, so students in the keyboarding and word processing classes are not able to use the same software at home. Similar complaints about KCC’s outdated software also emerged in course reflections/evaluations.

WORK FORCE DEVELOPMENT

The OAT program continues to rely on its Advisory Committee, and graduate and employer focus groups to provide guidance in terms of identifying workforce trends and making curriculum recommendations. Student evaluations and assessments, formal and informal, are used to assess student satisfaction. The graduate focus group, advisory committee, graduate surveys, and leaver surveys are also used.

The listing of job projections for Kauai (Job Data EMSI on Campus Docs) indicates that the need for office and administrative support positions will increase from 5,397 positions in 2004 to 6,451 positions in 2012, with annual jobs to fill at 266. Clearly the employment base is strong. However, only legal and medical secretaries and desktop publishers are shown to require post-secondary vocational education. Most other positions require only short-term or moderate-term on-the-job training. This is an alarming statistic.

Workload permitting, the OAT program would like to begin more focused planning to effectively anticipated workforce demands. The growing healthcare field presents opportunities for OAT students with a medical terminology background and coding skills (for electronic insurance processing) and transcription. Also, with the anticipated retirement of the “baby boomers,” more civil service positions should become available. Will the associate degree have increased value for attaining these government jobs?

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The following steps/strategies should be undertaken to keep the OAT program viable:

Merge the OAT and Accounting associate in applied science programs and/or an A.S. degree in business and develop more certificate programs for OAT

Provide technology and other support courses for other areas where needed Retrain instructors for providing remedial instruction, e-commerce, and/or higher

technology offerings Create more hybrid credit and non-credit short-term offerings, as identified and

demanded by community needs Open dialog with County and State personnel offices to determine employment needs

PERSONAL DEVELOPMENT

Faculty and staff maintain expertise in the office administration and technology discipline by participating in the OAT (BTEC) PCCs, by attending workshops related to technology and methodology. More importantly, instructors need to find a way to avoid burnout primarily caused by accreditation issues.

In terms of student development, the OAT program includes students in the annual Spring Gala by having them serve as runners, preparing forms and provide customer service at the Silent Auction. Most students are restricted by outside employment to more actively participate in co-curricular activities

COMMUNITY DEVELOPMENT

The Division has secured several articulation agreements with four-year institutions (UH West Oahu, HPU, and UH Manoa).

Other partnerships include using WDD and other outside agencies to provide interviewers for BUS 143, worksite partners for cooperative education students, participation in local career fairs (Kaua`i HS, Waimea HS, GEAR Up Hawaii, College and Career Fair).

In the past, PCCs have shared much information, curriculum, and common program and goal orientation. Currently with individual campuses pursuing their own unique directions (4-year campuses at MCC and LCC, for example), it is hard to see how seamless course transfer and program sameness can result due to differing community needs and campus directions, and due to differing enrollments and funding capabilities.

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STRENGTHS

We’ve explored and/or implemented various offerings to improve our programs with some success (BUS 143, OAT 143 BUS 121B; MOR, CCC) in response to advisory committees.

We’ve partnered with community (call center curriculum, WIBR, galas, WDD interviewing, participated in college fairs and high school career fairs).

We’ve articulated programs with UHWO, HPU, and UHM (BUS 130 now counts as speech; BUS 175 meets ENG 209 requirement for admission to College of Business only).

AREAS NEEDING IMPROVEMENT

Enrollment We’ve lost touch with feeder high schools. We’re drawing more students with lower COMPASS scores relative to other business

programs. We would like to be more technologically savvy. Retention efforts without program development in areas where job demand is promising

seem fruitless. Program development help is needed.

Institutional research data needed to effectively plan student retention strategies: Are program offerings outdated? Are program offerings taught at high schools? Do we need to go into high school classrooms?

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ACTION PLAN WITH TIMELINE

Action Item Steps Person Responsible Timeline Outcome IndicatorTrack BED program students (certificate and degrees) and students taking BED courses (non-classified) from entry to exit

Determine data needs and systematically obtain data needed for full program review and continued, systematic assessment

Determine who is responsible for what data collection (counselor, coop ed coordinator, institutional researcher, job placement coordinator, division, or campus level)

Request assigned time to create and manage BED database

Create database Track students and

manage database

Establish procedures for conducting Web focus groups

Establish systematic schedules (conduct student focus group annually and employer focus group bi-annually. Begin conducting focus groups, gathering and assessing information

One OAT and one ACC faculty with 6 credits assigned time to establish the database and 3 credits assigned time each subsequent semester for records maintenance

*Depends on procedure for obtaining data (Web or in person)

Fall 2006

Spring 2007

Database in place

Procedures in place

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on established schedule

Work to retain students and develop a sense of cohesiveness by providing/participating with them in … Academic advising Required program

orientations

Work with counselors to establish academic advising schedules

Organize presentations for new student orientations

Division chair/s Spring 2007 Completed video and handout materials

Re-establish communication with DOE counterparts

Encourage DOI and campus professional development coordinator to re-establish annual meetings with DOE (focus on course articulation, early admit opportunities, etc.)

Cammie Matsumoto Spring 2006 Articulation meeting with DOE counterparts and counselors held with ongoing commitment

Merge OAT and Accounting programs into one AAS in Business degree

Explore pre-business program for underprepared students

Increase hybrid (credit/non-credit combos), short-term offerings, especialling in sales/marketing, e-commerce areas

Analyze full program reviews to determine feasibility of major program changes (merging OAT & ACC, pre-business program)

ACC/OAT instructors6 credits

Fall 2007 Program/course modification proposals

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BUSINESS EMPLOYER FOCUS GROUPS

OAT Employers: Wednesday, February 15, 2006, 11:30 am – 1:30 pm, Electronics VTC 116

1. For the next minute or so, please think about the tasks, activities, and responsibilities of your employees. What specific skills, competencies, and personal characteristics such as attitude, ethics are required for these positions?

Front line employees – customer service skills; answering phones with vendors, communicating with employees. Mathematical skills for accounting, member services & engineering departments. Work ethic skills - how to be a good worker; oral & written communication skills. Interpersonal skills are the hardest. IT – computer skills. Meter readers, member services clerk – 400 applying for 1 position; if they have problems, it’s usually with math. We send employees to KCC for computer classes (Microsoft Look, Excel for timesheets). Initiative. Front line skills – customer service (patients are customers); teach them to try and get away that they are medical people behind a desk. Need typing skills – all computerized (x-ray, everything); need to know how to pull up information on computer. Work ethic / Showing up for work – self responsibility keeps them employed; shouldn’t be asking questions like “would you mind that I leave early?” calling in sick, coming in late, time

management. Habits – training from college – being on time and getting work done on time. More personality rather than technical skills. We have the qualified pool – looking for soft skills through interview questions – hypothetical questions. Suggest an assessment of specific group of graduates – track them down the road – may want to set this up. Must pass pre-employment test: Differential aptitude (mechanical, verbal, abstract, numerical). General clerical (clerical, verbal, numerical). Listening Skills – listen to story and answer questions (for clerical). Typing and medical terminology (RNs and LPNs; not CAs), Medical Receptionist are tested by the doctor of the department. Orthopedics: goes to 3 interviews, coordinator, doctor,

entire staff. Reorganized: took unit clerks and coders and brought them into the dept. so doctors can have questions answered immediately. Training done from KCC. Billing training pending. Unit clerks trained in house.

2. Additional skills of an outstanding employee?

Initiative. Ability to work well with others. Self-confidence. Flexibility, open to change. Be able to express yourself; communication.

3. Think for a moment about the performance of KCC graduates. Now, consider the performance of other non-KCC employees. How well do the KCC graduates perform in comparison to others? In what specific areas, if any, do KCC graduates outperform others? In what areas, if any, do KCC graduates not perform as well?

Confidence higher – little more sure of themselves with the degree. I personally want to finish my degree; feel something that is missing (rec’d MOR certificate). Don’t really know which employees are KCC graduates.

APPENDIX 1

Membership Clerk – in top so many positions; from typing test administered (hurdle approach to hiring for pre-interview) – of 9 who took typing test, KCC graduates did better in typing. In interview, they were more polished (could have been through Mock Job Interviews and work experience).

PC Skills – typing/computer skills strong. Those that do practicum while a student have an advantage; familiar with operations (Coop or MOR; nurses).

Not perform as well as other non KCC graduates? Hard to say any personnel concerns are directly attributed to KCC teaching. Some employees have bad habits that even college cannot correct. All employees take time to understand details of a new company.

4. Based on our discussion, your familiarity with the OAT/ACC programs, and perhaps more importantly, your experience, how might the College improve its courses? Its programs? The performance of its graduates? Are there specific areas you feel that should be changed or modified?

Not sure, would be interested in results if the college sent out employers surveys --- how often in your clerical positions is transcription or shorthand needed? Include survey question on times courses / programs should be offered– due to island’s economic changes – see different type of people coming into the island and becoming

patients – most have to work, sometimes several jobs; has the college looked at the need for weekend and evenings programs to accommodate work schedules? When working with DOE (David Kagawa) – suggested he have teachers come to our company; I can arrange for a panel of employers to discuss company needs. This would be

a kind of “Instructor Intern Program” which we would support.

5. Over time, considering the changing nature and demands of the industry, in your experience, to what extent have KCC student employees or graduates been prepared for these changing demands and responsibilities?

All employees have to learn on the job – we went into the Medical Records System and everybody is changing at once; those comfortable with computer (office staff and nursing staff) have an easier time

Some changes require less stress, such as when there is a change in doctor & her requirements are different. Generally it depends on how a person handles change; some will go for more training and others will move to another department that is less demanding; nothing to do with the school. Basic needs are met and if not, they are sent to KCC to upgrade skills; others are in house software, which they have to learn, and if they have the work ethic, it is not a problem at all.

6. How well do KCC graduates perform relative to your personal and professional expectations of an entry-level employee? I can think of a KCC graduate in Human Services who has tremendous work ethic. She works really hard and performs excellently. I think it’s her internal philosophy and work ethic. We don’t always know which employee is a KCC graduate, so it’s hard to answer this question.

7. In what ways do you foresee the accounting or clerical professional changing in the near future? Suppose to go online bill payments; major restructuring just occurring that adds additional service. I still see the island welcoming face to face; but computer billing will change some of

this. Administrative assistant for each department – may need to learn other software. Have own accounting system – computer requirements – adapt to technology changes. Receptionist not only doing receptionist work; doing registration; cross-train to unit clerk – required to know how to do all office functions. Unit clerks – get referrals, authorization for services, currently register and receptionist (will need coding and medical terminology). A LPN was moved to position of LPN Surgery Scheduler – knows language, blood work, etc. that a receptionist does not know. Cross training happening in all areas to provide coverage during illnesses and vacations.

8. For example, over the next 3-5 years, what new skills, knowledge, or competence will be required of effective accountant or office administrator? Flexibility, adaptability.

APPENDIX 2

Increased use of technology – can now hook up with Kapiolani, Straub and Pali Momi – MRIs via email; consult with each other on computers. Inbox program – make sure you know how to get through, pull out, fax through email. Opening new surgery department that will consult electronically with Honolulu hospitals.

Confidentiality – constant reminder that you can’t tell “aunty” that you just saw “uncle” going to the lab; have terminated employee due to confidentiality issues. Prevention: Just upgraded system so that if you put patients name, says “break glass” reminding the ICS is tracking you into going into someone’s account that has not been seen by the department before. Makes an employee stop and think before opening a record; and reminds employee to log off before leaving workstation.

In HR, processes have to be changed so that we don’t have to manually score tests. Now using an online typing service – laptops. Can do a one-week subscription for $19. Minimum 40 wpm with 95% accuracy. Results gives timing and shows time passing; shows gross and net. Applicant emails results to HR if they met 40 passing. Takes away all bias.

Whole company needs to be computer literate – to complete employment forms, etc.

9. What skills and competencies currently required may not be as important? No shorthand right now but wish in some ways that more had this skill (unit clerks, medical transcribers). Lot of managers doing their own typing. Monthly meetings of doctors with staff – minutes taken but no one has skills to take it. Doctor types out the minutes. Need to train

someone to take minutes. Doctors using transcription; cannot meet needs. Contracting out transcribing at 14-cents per line. Leadership and board meeting minutes taken; I don’t think transcription and shorthand not a minimum requirement for

employment; but I need to check. Hospital looking at adopting EPIC program where once the doctor dictates, pushes a button and it enter what he has said before.

Don’t really know how this will affect medical transcribing load.

10. Any specific technology needs – ie: training on the use of specific software? Graduates come to us with adaptable skills – well prepared to learn new software.

11. Any concerns about professionalism? No dress problems. Have company house rules (business casual). No, required to wear scrubs except on special occasions. Remind students that they must be drug-free to be hired.

12. Do you have problem with timeliness with coming on time and breaks? Cell phones use is a problem with some employees. Employees are told to make personal calls on breaks only and in the break room away from customers. Would be helpful if this is

reinforced at school.

13. Do you feel Co-op is important / internship?

APPENDIX 3

More likely to keep the person if they have interned. They are already familiar with operations before gaining a permanent position. At one point we had a hard time hiring so we tried cross-training CA/Clinical Asst. and hired new receptionist. Having college

background a plus.

14. How can we improve our programs? Haven’t kept up with the College. Welcome open communication – focus groups like this is a good idea; dialoguing. Need

opportunity to network more often with the college. Discuss: How can we keep graduates home? KIUC spoke with Peggy Cha about the possibility of a “lineman school” – apprenticeship. Need to have certificate - 3 or 4 months

of classes to start hours. Short on journeyman lineman so we bring them from the mainland but there’s constant turnover. We’ve gone down to apprentice lineperson – go through bookwork but they can’t get through the math; set up with KCC for tutoring. Looking at all utilities, not just electricity for Kauai – other Hawaiian Islands, American Samoa, etc. could possibly enroll. Need to determine need…broad base foundation can go beyond line person. Conversation stopped at some point. Full lineman makes $30. Apprenticeship – prorated. 80%-92% rate.

MRI changing, radiology changing. For recent graduates: Could you offer them 6 months to come back to the college to get help…support to get over any humps…

maybe not courses but just a missing element that they can pick up with short training. If they get coding and billing experience ahead of time in would save 6 months of OJT. Credit equivalency for non-credit. More exposure to customer service and dealing with difficult customers. Recognize when something is not right in your area; the 6th sense. Exdample: Awareness of patient typing on a computer or when

something is missing. Letting down guard because it’s Kauai – professionalism includes being responsible for people beyond their health. When you work for a company, it’s not just a job is on your desk – job within confines of whole environment – being observant.

Cell phones: monthly reminding about use. Patient reported employee on cell phones for 45 minutes. Privacy factor – phone calls limited to15 min during breaks and with the door closed.

KCC graduates are doing fine. Some things are not trainable in college – must learn on the job.

Note: KIUC will email position grid which they developed using DOE Career Pathways.Also provided copy of a sample pre-employment test.

Submitted by:Sharon Chiba, FacilitatorBonnie Honma, Recorder

APPENDIX 4

Kauai Community CollegeBUSINESS DIVISION

Human Resources Clerk, Big Save (7 month)Self Employed, Medical Transcriptionist

Administrative Assistant, PMRF (2 years)Student Assistant / Full-time student Clerk Steno (since 2001)

1. Are you currently working in the field of your college major? All students are currently working in an office/business related field.

2. What components of the program, overall, were most useful to you? Computer classes. Customer service, telephone etiquette, Business writing (BUS 175); teacher makes us do it over and over again. OAT 180/181 –teacher made us do it over and over again until we got it right. 10-key good. Use Excel everyday. Didn’t think I would ever use Powerpoint but I use it all the time. Yes, I work on Powerpoint all the time. Recently hired in HR, will need to do training presentations.

3. What components of the program, overall, were least helpful to you? Bus math – don’t use it at all. Excel needs improvement – were using business math book, without the Excel handbook – only knew bits and pieces; heard they have book now. Software outdated – using new book with old software. BUS 120 – not about work world – should be an elective for those who want to go in to own business. BUS 120 – very good course for me because I’m an entrepreneur. Need advanced machine practice - Copy machines are so complicated – 2 sided copies. Yes, wish I learned to use a Fax machine. Training on a laminator, document binder would help. An office simulation class or on the job visit – 30 line telephone.

APPENDIX 5

OAT Graduate Focus Group, Thursday, February 9, 2006, 5:00 p.m.

Software at home was more advanced that campus software. Had a meeting with the Dean: suggestion for OAT program, need to be updated with software – if you work for the State it

doesn’t matter but other companies are ahead of what’s being taught at KCC.

4. What particular courses were most useful to you? Information processing. Books are really good.

5. What particular courses were least useful for you? BUS 55 / BUS 120 (for non-entrepreneurs); should not be required. General education: most of us working on degree applicable courses; had completed general education earlier.

6. Do you feel the program has adequately prepared you to enter or advance in the office administration field? Yes. Advancement/are you competitive for promotions: Moved into position right away (1st promotion) but only a few people in my

dept (4) so promotion is not easy. Promoted me within couple of months of employment; more than prepared for promotion; now we have to worry about the

new graduates Had to start from scratch – didn’t have a course in medical transcriptionist; only had 3 opportunities in 180 and 181 to listen

and transcribe. Have doctors who sneeze, talk extremely fast - could have used more practice. Old tapes we used were really good practice. Would have wanted more time transcribing for note taking too.

7. Do you feel the software used in your classes prepared you to be successful on the job? Why/why not? Word is used in the real world. Document formatting. Mail merge used a lot. Find myself a trainer – asked to show others how to use shortcuts in Word.

8. Did you utilize services outside the classroom to help you succeed in college (ie: tutoring, instructor’s office hours, open lab hours?). Used computer lab – pretty good until the labs times were cut down. Business lab is good - quiet lab area Used instructors – office hours were adequate; even off the hours

9. Do you feel Cooperative Education (on the job training) should be a requirement of the program?

APPENDIX 6

No, we are non-traditional, been out there and going back to enhance skills. Hours that are being required is too much. Everyone felt it was too much. A lot of students working other jobs. Sometimes also taking 18 credits and studying. Also taking cable and online courses.

Coop good for those who never worked in the field; should be optional for us but required for them. Would prefer an option of an office simulation course to learn new equipment. Or a course like business law. It didn’t benefit me – had to make up things to journal. My co-op was perfect, got me in the door for my full-time job at PMRF. Catalogue was really discouraging – misleading states that instructor finds you the position but it’s not true. I had to get my

own job. The school is the last resort (to help us find jobs). A lot of students don’t know that they have to find a job themselves, misleading.

I had June Sekioka and she found the job for me. School suggesting that you are taking it to the end; if I knew I could take it earlier, would have summer before graduation

while I was working for the State. Instead I had to do another volunteer job to get my Co-op done. Catalogue should clearly list requirements for Co-op.

10. Do you feel you received the proper information to get you through the required sequence of courses in a timely manner? Yes. I would have liked to know more about the bachelor’s program / UH West Oahu (articulated) when I entered OAT. Once I got

the job, I didn’t want to go back to school. Articulated programs should be published and available to all students when we enroll at KCC. We don’t know the right

questions to ask when we start.

11. With the new Banner system, students are not required to seek academic advising after their first semester. Can you comment on this new procedure? May take courses that they didn’t need. Personal decision. Rather see someone in person. I returned every semester even if she had written everything down and sequenced for me the first semester. Students come to learning center not knowing what they need; they need advising. Everyone needs a general orientation to OAT requirements. Would have attended an orientation; non-traditional students need basics to get back into college. I would attend an orientation session but I’m older and know I needed it.

12. Were courses offered at times that were convenient for you?

APPENDIX 7

Most of them. Double major – Accounting & Oat conflicts. Prefer morning classes so it worked for me. Business machine classes at night okay, because only 1 credit. Would prefer to start accounting at 9, not 8. Westside traffic would be better to start at 9. Hard for mom’s with young children to be on time but we managed.

13. What would recommend to improve the OAT program? Real environment of being in the office. Updated software.

14. If courses were offered during the summer, would you have preferred to go thorugh 18 months If tuition the same, yes. I need more time to spend on task, maybe the 1 credit courses.

15. Imagine Imagine that a friend of yours is thinking about entering the program next year. What would you recommend so that he/she is well prepared for the program? Depends if they work or not. Get a computer at home. Do the Coop in the summer; my only obstacle. Get a flash jump drive. Get all general education out of the way so you can concentrate on skill courses.

16. What would you recommend so that this friend? Study. Don’t fall behind with production work (130/131). If taking Tues/Thurs you fall behind in one day. Would prefer Mon/Wed/Fri but longer period – 50 min. too short; 1 hour would be perfect. With accounting – minimum of 4 days a week, I like that.

17. Think back to the time when you first decided to apply for admission to this program. With all of your experiences in the program in mind, would you enroll in this program again? Why or why not? Returning to school after a big gap – adult student – yes, I was ready.

18. If you could make changes, what would they be?

APPENDIX 8

Order of classes – articulated degree – took the general ed courses first to make it easier to focus on degree program Would prefer not take general ed course

19. Additional Comments: Take more nursing courses – basic terminology gets you by but the dosages, etc. unclear (ie: pharmacology) HPER 195 wasn’t useful but interesting and helped me with terminology. My job - challenge of making sure the dosages is right. Took Maui course – Pharmacology for the clerical through distance,

which is really helpful. I have to go back when something sounds wrong and check. Computer calculates math – need to know what to calculate – process important but don’t need to hand calculate Add sexual harassment: needs to be emphasized, what we had was too brief. Had a flyer but didn’t go over everything. Need

more details. Do you feel you know how to handle it appropriately – I told my coworker and he told the boss – stress even if they are interns, intimidating – speak up. Simulations.

Told Co-op about sexual harassment; she spoke with them; was handled in-house. BUS 143 really good class – want to learn more – body language, interviews

Stress good skills and was useful. Powerpoint project was really good; use it all the time at State and base. Database – access hard to learn in the short time period. OAT 140 –m need more time on computer filing. Spend more time

with ACCESS. More experience with electronic filing very important. Course: Access and Powerpoint together. Even if Access was offered as an elective wouldn’t have taken it because we wouldn’t have known the importance at that time. Must know Excel – everything transferred in Excel even if it was an Access database because it is fire walled. Employer will pay for continuing education courses. HR sending me to Cont Ed courses on the employer law.

APPENDIX 9

OAT Annual Program Health IndicatorsIndices Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005

I. PROGRAM DEMAND: a. Annual Job Openings 130b. Number of Student Majors 59 55 53 55 46 42

II. PROGRAM EFFICIENCY: a. Average Class Size 12.0 13.6 13.5 14.8 12.9 15.1bi. Student Semester Hours for Student Majors 567 551 542 543 428 390bii.Student Semester Hours for Students in IIc 831 823 829 755 662 663c. Number of Course Offerings 26 26 31 22 27 21d. Number of Cancelled Classes 2 2 6 0 7 3e. Number of Classes with fewer than 10 8 4 6 3 5 5f. Number of Students Enrolled in IIc 287 327 337 325 257 272g. SSH/FTE Faculty 204.2 176.8 211.5 451h. Credit Hours taught by ___FTE faculty (3)38 (3)37 (3)35 (2)19i. Credit Hours taught by ___Lecturers (7)23 (5)27 (4)12 (1)3

III. PROGRAM OUTCOMES: a. % Successful General Ed Course Completion 61.2 83.7 75.0 82.5 66.7 58.6b. % Successful CTE Course Completion 74.6 82.6 83.8 87.4 83.8 91.3c. % Successful Major Course Completion 73.5 83.6 84.3 87.4 81.5 92.7d. Transfer Ratese. Degree/Certificates Awarded (prior AY) 10 11 14 8 13 11

FALL 2000 FALL 2001 FALL 2002 FALL 2003 FALL 2004 FALL 2005GENED TAKEN by Student Majors 63 47 75 43 47 36

GR

AD

E

A 7 10 14 14 10 6B 17 15 29 13 11 2C 6 11 8 6 7 7D 5 5 6 2 8 4F 6 1 1 2 1 4W 14 4 7 3 2 7CR 0 0 0 0 2 0L 0 0 0 0 0 0OTHER 8 1 10 3 6 3IA, IB, IC 2ID, IF, IN 1

VOCED TAKEN by Student Majors 143 179 138 187 120 120

APPENDIX 10

A 29 32 33 67 50 46B 36 57 45 53 31 45C 26 52 31 40 17 14D 15 14 11 9 8 3F 9 8 8 6 3 2W 21 7 7 4 3 5CR 0 1 0 0 0 0L 0 0 1 0 0 0OTHER 7 8 2 8 8 3IA, IB, IC 0ID, IF, IN 2

PROGRAM MAJOR SUBJECT TAKEN by Student Majors 117 152 116 155 95 101A 22 30 24 59 36 43B 32 53 40 45 23 38C 18 38 27 28 16 8D 12 11 9 9 8 1F 9 7 8 5 3 2W 19 6 7 4 3 5CR 0 1 0 0 0 0L 0 0 1 0 0 0OTHER 5 6 0 5 6 2IA, IB, IC 0ID, IF, IN 2

PERKINS PROGRAM OUTCOMES: 2002-03 2003-04 2004-05Credits-Earned Ratio (Academic Skills) 0.64 0.72 0.76Credits-Earned Ratio (Vocational/Technical) 0.67 0.79 0.83Post-Secondary Completion 0.2 0.42 0.44Placement in Education, Employment, or Military 0.83 1 1

Retention in Employment 1 1 1Non-Traditional Program Participation 0.042 0.05 0.1Non-Traditional Program Completion 0 0 0

APPENDIX 11

Replacement Total Jobs Annual Jobs

EarningsEducation

% New % Rep.% New

Jobs to Fill to Fill Level and Rep.

60 123 15 $46,506 Work experience in a related field 18% 17% 34%

15 21 3 $30,665 Short-term on-the-job training 7% 20% 27%

3 2 0 $33,463 Short-term on-the-job training -33% 65% 32%




88 209 26 $26,392 Moderate-term on-the-job training 19% 14% 33%















1 2 0 $27,168 Work experience in a related field 18% 24% 42%













APPENDIX 12








5 30 4 $25,989 Postsecondary vocational award 54% 11% 65%





50 25 3 $28,097 Moderate-term on-the-job training -24% 48% 24%









1,070 2,124 266

APPENDIX 13

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