Workforce Development Benchmark Project · Workforce Development Benchmark Project Kathy Yeager...

Workforce Development

Benchmark Project

Kathy Yeager Business Solutions Director

Johnson County Community College Center for Business and Technology

12345 College Boulevard Overland Park, KS 66210-1299

913-469-3845 [email protected] December, 2006

Table of Contents Workforce Development Benchmark Survey

i

Executive Summary ...................................................................................................................................... 1 Major Survey Findings .................................................................................................................... 1 College Visitations Major Findings ................................................................................................. 2

Introduction................................................................................................................................................... 3 Purpose............................................................................................................................................. 3 Methodology.................................................................................................................................... 3 Community College Survey Participants......................................................................................... 4

Demographics ............................................................................................................................................... 5 Sales Calls..................................................................................................................................................... 9 Revenue ...................................................................................................................................................... 14 Curriculum .................................................................................................................................................. 18 Customer Profiles........................................................................................................................................ 21 Instructors/Trainers ..................................................................................................................................... 24 Marketing.................................................................................................................................................... 27 ROI.............................................................................................................................................................. 28 Evaluations.................................................................................................................................................. 29 Credit Contract Training ............................................................................................................................. 31 Customer Loyalty........................................................................................................................................ 33 Future Projections ....................................................................................................................................... 34 LIST OF FIGURES

Figure 1. Credit Enrollment......................................................................................................... 5 Figure 2. Non-Credit Enrollment................................................................................................. 5 Figure 3. Service Area Population............................................................................................... 6 Figure 4. Single vs. Multi-County ................................................................................................ 6 Figure 5. School Service Area Demographic............................................................................... 7 Figure 6. Service Area Economy.................................................................................................. 7 Figure 7. Service Area Business Type.......................................................................................... 8 Figure 8. Number of Sales Calls Per Week.................................................................................. 9 Figure 9. Proactive Sales Calls ................................................................................................... 9 Figure 10. Reactive Sales Calls ................................................................................................... 10 Figure 11. Organization Level Targeted for Approach ............................................................... 10 Figure 12. Vertical Market Targets for Sales Calls..................................................................... 11 Figure 13. Length of Time to Close a Sale................................................................................... 11 Figure 14. Sales Staff Sell Both Public Seminars and Contract Training? ................................. 12 Figure 15. Sales Person Complete Process From Approach to Delivery?.................................. 12 Figure 16. Sales Staff Receive Commission or Bonus?................................................................ 13 Figure 17. Which Services Generate Most Revenue? .................................................................. 14 Figure 18. Average Contract Sale Amount .................................................................................. 14 Figure 19. Sales Dept. Annual Retained Revenue Goal............................................................... 15 Figure 20. College Expectations for Annual Net Revenue for Your Center ................................ 15 Figure 21. Percent Total Revenue Generated by Contract Training........................................... 16 Figure 22. Percent Revenue Generated by Public Enrollment Classes....................................... 16 Figure 23. Percent Overhead College Charges Center ............................................................... 17 Figure 24. Percent Discount for Volume Sales............................................................................ 17 Figure 25. Top Revenue Producing Products .............................................................................. 18 Figure 26. Who Owns the Curriculum?....................................................................................... 19 Figure 27. Most Demanded Soft Skills......................................................................................... 19 Figure 28. Most Demanded Computer Classes ........................................................................... 20 Figure 29 Where Leads Are Found............................................................................................. 21

Table of Contents Workforce Development Benchmark Survey

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Figure 30. Are Prospects Qualified Before the Approach? ......................................................... 21 Figure 31. Industry of Top Two Customers ................................................................................. 22 Figure 32. Company Size of Target Market ................................................................................. 22 Figure 33. Are Customers Rewarded for Doing Business With Your Organization?.................. 23 Figure 34. Hourly Rate for Soft Skills Trainers ........................................................................... 24 Figure 35. Hourly Rate for Computer Instructors ....................................................................... 24 Figure 36. Are Full-Time Trainers Used? ................................................................................... 25 Figure 37. What Do Full-Time Trainers Teach? ......................................................................... 25 Figure 38. Pay Rate for Full-Time Trainers ................................................................................ 26 Figure 39. Target Audience for Marketing Materials.................................................................. 27 Figure 40. How Marketing Materials Are Tracked ..................................................................... 27 Figure 41. Is Return on Investment (ROI) Measured?................................................................. 28 Figure 42. Level of Evaluation Used at Conclusion of Training ................................................. 29 Figure 43. What is the Charge for the Evaluations? ................................................................... 29 Figure 44. Is Pre-Assessment Given Before the Training is Provided?....................................... 30 Figure 45. Is Post-Assessment Given After the Training? ........................................................... 30 Figure 46. Is Credit Contract Training Held at a Company’s Site?............................................ 31 Figure 47. Dollar Volume for Credit Contract Training ............................................................. 31 Figure 48. Top Credit Classes for Contract Training ................................................................. 32 Figure 49. Why Companies Use Your Center Over the Competition .......................................... 33 Figure 50. Wishes For the Ideal Sales Team ............................................................................... 34 Figure 51. Projected Sales Success This Year ............................................................................. 34 Figure 52. Projected Sales Success in Three Years ..................................................................... 35 Figure 53. Projected Sales Success in Five Years ....................................................................... 35

APPENDICES Appendix A Tabled Survey Results ................................................................................................ 37 Appendix B Participating Colleges for Survey and Visitations ..................................................... 63 Appendix C College Visitation Interview Grid .............................................................................. 65 Appendix D Corporate Training Survey ........................................................................................ 87

Executive Summary Workforce Development Benchmark Survey

1

During the 2006 spring semester at Johnson County Community College, a workforce development benchmarking survey was conducted with 20 community colleges across the United States. The survey of key people working in the continuing education/contract training area was designed to gain insight into processes, procedures and best practices in the area of workforce development. Of the 20 colleges surveyed by e-mail, 19 returned the survey for a 95% response rate. Two-day visitations were also conducted with six community colleges during this time. Major Survey Findings

• Respondents indicated that 3-5 proactive sales calls were conducted per week (36.8%). • Healthcare and manufacturing are the top two vertical market targets (66.7% each). • Respondents cited 5-8 weeks to close a sale (42.1%). • Eighty four percent of institutions do not give sales staff commission or bonus. • All institutions (100%) listed contract training as the service generating the most revenue for the

organization. • Over half (52.6%) stated the average contract sale amount totals $4,000 - $7,999. • The top five revenue producing products include Leadership (68.4%), Microsoft Products

(52.6%), Customer Service (42.1%), IT Courses (31.6%), and Lean (31.6%). • Over half (52.6%) indicated public enrollment courses generated the smallest portion of revenue

(0% - 24%). • The majority of institutions own their own curriculum (72.7%). • The most demanded soft skills classes include Change (57.9%), Conflict (57.9%), Presentation

Skills (52.6%), Coaching (47.4%), and Performance Reviews (47.4%). • Computer classes most demanded included Excel (89.5%), Word (63.2%), Access (52.6%),

Project Management (47.4%), and PowerPoint (42.1%). • The largest lead generator came from referrals (94.7%). • Over half (57.9%) of institutions target companies with 150 employees or more for their sales

calls. • Marketing materials target the HR Director (73.7%) and the Training Director (73.9%). • Over 60% of institutions don’t/can’t track their marketing materials. • The level of evaluation used at the conclusion of the training is Level 1 (84.2%) and Level 2

(63.2%). • Over 68% of institutions sell contract training for credit with a dollar volume on average of

$30,000 or more. • Companies use the community college because of cost (89.5%), quality of instructors (84.2%)

and quality of programs (84.2%). • Institutions wished their sales team had more staff (68.4%) and better leads (52.6%).

Executive Summary Workforce Development Benchmark Survey

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College Visitation Major Findings:

• Five out of six colleges visited had a business plan. • Over half of the colleges had a sales manager. • Four out of six colleges visited had a bonus or compensation plan in place for the sales team. • The main sales focus is on contracts—open enrollment classes are sold second or not at all. • Revenue goals range from $415,000 to $8.2M for the business development area. • All colleges visited indicated they sell the contract and then pass the project to a fulfillment team

for execution. • Of those colleges using Banner for their registration system, they indicated it doesn’t work well

for non-credit. • Four of the six colleges have on-line registration for non-credit. • All six colleges knew their top 25 customers and nurture these customers for the long-term

relationship. • All colleges have top officers of the college making sales calls and passing the leads to the sales

department. • Colleges all use an assessment tool in different areas. • One college out of six measured ROI. • All colleges visited attempt to ‘run it like a business in an academic atmosphere” by treating

purchasing and registration as subcontractors, owning their own building, paying bonuses and by being entrepreneurial.

• Half of the colleges visited sell credit classes. • Best practices include clearly defined goals and processes, very customer focused, clear vision

and mission, selling solutions instead of classes, ability to move quickly, partnerships and collaborations, bonus plans and good hiring practices.

• Best practices for the sales area include working in vertical markets, selling both credit and non-credit, doing more consulting instead of selling classes, utilizing a fulfillment team after the sale, commission plans, and solution selling.

• Challenges include competition, limited resources, working with Banner, long sales cycle, aging workforce, economy and need for better branding.

• Colleges indicated what held them back from running it like a business included internal systems, inflexibility of college system, working in a academic atmosphere, top level support, processes and policies.

Introduction Workforce Development Benchmark Survey

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Purpose As part of Johnson County Community College’s ongoing commitment to improving its programs and services, Kathy Yeager of the Center for Business and Technology at the college, decided to conduct a benchmarking survey with other community colleges across the country. The purpose of the survey was to gain insight into other colleges and how they conduct their workforce development open enrollment and contract training programs. The survey was designed to gather information concerning all aspects of the sales department, types of products offered, financial goals and achievements of the department, expectations of the college, industries served, payment of instructors, marketing techniques, evaluations, and future success goals. The main goal was to uncover best practices in small, medium and large institutions. Methodology During the 2006 spring semester, surveys were e-mailed to 20 community colleges across the country. As an incentive for completing and returning the survey, the colleges were offered a copy of the completed benchmarking report. Of the 20 community colleges surveyed, 19 returned the results for a response rate of 95%. Visitation of six community colleges, funded by a National Council for Continuing Education (NCCET) Special Grant, was conducted in Fall, 2006. The two-day visits consisted of in-depth interviews with college personnel involved with workforce education, and tours to gather more in-depth information about best practices in contract training and workforce development. The six colleges visited include: Anne Arundel Community College in Glen Burnie, Maryland Central Piedmont Community College in Charlotte, North Carolina Cuyahoga Community College in Cleveland, Ohio Valencia Community College in Orlando, Florida Employee Training Institute in San Diego, California Pima County Community College in Tucson, Arizona Major findings are summarized on the following pages. Tabled results from the survey are in Appendix A, a list of colleges participating in the survey in Appendix B, a grid of the college visitation results is in Appendix C, and a copy of the survey is in Appendix D. Please direct any questions or comments about this survey to: Kathy Yeager Business Solutions Director Center for Business and Technology Johnson County Community College 12345 College Blvd. Overland Park, KS 66210-1299 913-469-3845 [email protected]

Introduction Workforce Development Benchmark Survey

4

Community College Workforce Development Benchmarking Project

Nineteen community colleges participated in a Workforce Development Benchmarking Survey. The college data has been divided by size of non-credit enrollment per semester. The colleges were ranked by the following sizes: Large – 10,000 or more enrollment per semester Medium – 5,000 – 9,999 enrollments per semester Small – 4,999 or less enrollments per semester Those colleges responding to the survey include:

College Name

State

Division Name

Size by Non-Credit Enrollment

Anne Arundel Community College MD Center for Workforce Solutions Large Bellevue Community College WA Business Training Institute Medium Bill J. Priest Campus of El Centro College (Dallas County CC)

TX Corporate Solutions Department Large

Black Hawk Community College IL Business Training Center Small Bucks County Community College PA Center for Workforce Development Large Central Piedmont Community College NC Corporate and Continuing

Education Large

College of DuPage IL Center for Corporate Training Medium Collin County Community College TX Business Solutions Group Medium Cuyahoga Community College OH Corporate College Large Delta College MI Corporate Services Large Ivy Tech Community College IN Department of Workforce &

Economic Development Small

Kirkwood Community College IA Training and Outreach Services Large Lane Community College OR The BIZ Center Small Linn-Benton Community College OR Training and Business

Development Center Small

Moraine Valley Community College IL Workforce Development Medium Rio Salado College AZ Rio Salado College Large Tallahassee Community College FL Economic and Workforce Services Medium Tarrant County Community College TX Corporate Services Large Valencia Community College FL Valencia Enterprises Medium

Demographics Workforce Development Benchmark Survey

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Even though credit enrollment was not a measurement for this survey, it was important to identify the enrollments per semester to give a baseline of college sizes participating in the survey. Eleven respondents had 15,000 enrollments or more, while two had 1,000-4,999, four had 5,000-9,999 and two had 10,000-14,999. See Table 1, Appendix A, and Figure 1, below.

Figure 1

Credit Enrollment

10.50%21.10%

10.50%

57.90%

1,000-4,999 5,000-9,999 10,000-14,999 15,000+

Note: The remainder of the report will refer to college sizes by non-credit enrollment per semester: Large – 10,000 or more enrollments per semester Medium – 5,000 – 9,999 enrollments per semester Small – 4,999 or less enrollments per semester Of the 19 institutions who responded to the survey, 47.4% had non-credit enrollments per semester of 10,000 or more, 26.3% had enrollments of 5,000 – 9,999 and 26.3% had enrollments of 4,999 or less. See Table 2, Appendix A, and Figure 2, below.

Figure 2

Non-Credit Enrollment

26.3% 26.3%

5.3%

42.1%

1,000-4,999 5,000-9,999 10,000-14,999 15,000+


6

Smaller colleges generally had a population in the 100,000-249,000 range. Medium colleges focused on the 250,000-499,999 range while large colleges concentrated in the 750,000 + population. See Table 3 in Appendix A, and Figure 3, below.

Figure 3

Service Area Population

60%

20%

0%

20%

0%

60%

0%

40%

11.1%22.2%

11.1%

55.6%

100,000-249,999 250,000-499,999 500,000-749,999 750,000+

Small >5000 Medium 5 - 10 K Large < 10,000

Of the respondents, 80% of small institutions operated in multi-counties, while medium and large institutions operated in single counties with 60% and 66.7% respectively. See Table 4, Appendix A, and Figure 4, below.

Figure 4

Single vs Multi-county

20%

80%

60%

40%

66.6%

33.3%

Single County Multi-County

Small Medium Large


7

Smaller institutions were located in urban and rural settings, medium institutions predominately were suburban and large institutions were split between urban and suburban. See Table 5, Appendix A, and Figure 5, below.

Figure 5

School Service Area Demographic

40%

20%

40%

20%

80%

0%

55.6%44.4%

0%

Urban Suburban Rural

Small Medium Large

Because multiple responses were requested, small institutions indicated robust and flat, medium institutions listed developing and large institutions were surrounded by robust economy. See Table 6, Appendix A, and Figure 6, below.

Figure 6*

Service Area Economy

60%

40%

60%

0%

40%

80%

20%

0%

66.7%

44.4%

11.1% 11.1%

Robust Developing Flat Depressed

Small Medium Large

* Multiple responses allowed; therefore, percents may total more than 100%


8

Small institutions were predominately surrounded by manufacturing, medium institutions mainly had service and large institutions had healthcare, banking and manufacturing. See Table 7, Appendix A, and Figure 7, below.

Figure 7

Service Area Business Type

60%

40%

0% 0% 0%

20%

40%

20% 20%

0%

33.3%

11.1% 11.1%

0.0%

44.4%

Manufacturing Service Government Hi-tech Other

Small Medium Large

Sales Calls Workforce Development Benchmark Survey

9

Of institutions responding, 36.8% conducted 3-5 sales calls per week followed by 26.3% making 6-8 calls. Medium institutions conducted more sales calls per week than small or large institutions. See Table 8, Appendix A, and Figure 8, below.

Figure 8

Number of Sales Calls Per Week

20%

40%

20%

0%

20%

0%

60%

40%

0% 0%11.1%

22.2% 22.2% 22.2% 22.2%

1-2 3-5 6-8 9-10 < 15

Small Medium Large

Of institutions surveyed, 32% indicated 50-74% of their sales calls are proactive. Small institutions indicated a higher response in proactive sales calls than medium or large institutions. See Table 9, Appendix A, and Figure 9, below.

Figure 9

Proactive Sales Calls

20% 20%

0%

40%

20%

0%

40%

20%

40%

0%

33.3%

22.2%

0.0%

22.2% 22.2%

Less than 10% 10%-24% 25%-49% 50%-74% 75%-100%

Small Medium Large


10

Of institutions surveyed, over 31% indicated they were reactive to the sales call approach. Large institutions led the response with 44% indicating 75% or more of their calls are reactive. See Table 10, Appendix A, and Figure 10, below.

Figure 10

Reactive sales Calls

20% 20% 20% 20% 20%

0%

40%

20% 20% 20%

0.0%

22.2%

11.1%

22.2%

44.4%

Less than 10% 10%-24% 25%-49% 50%-74% 75%-100%

Small Medium Large

Institutions indicated 89% of sales call approaches were targeted to the Training Director, Human Resources followed at 68% and the CEO at 63%. See Table 11, Appendix A, and Figure 11, below.

Figure 11*

Organization Level Targeted for Approach

89.5%

68.4%63.2%

42.1%

Training Director HumanResources

CEO Other



11

Of the institutions surveyed, Healthcare and Manufacturing were tied as the top vertical markets targeted at 66% each, followed by Government at 50%. See Table 12, Appendix A, and Figure 12, below.

Figure 12*

Vertical Market Targets for Sales Calls

66.7% 66.7%50.0% 44.4% 38.9% 38.9%

27.8%11.1%

33.3%

Healthca

re

Manufactu

ring

Govern

ment

Finance

Insuran

ce

IT Technica

l

Constructi

onOther

NA

*Multiple responses allowed; therefore, percents may total more than 100%

Of the respondents to the survey, 42% indicated it took 5-8 weeks to close a sale followed by 37% taking 3-4 weeks. Large institutions closed sales in less time than small or medium institutions. See Table 13, Appendix A, and Figure 13, below.

Figure 13

Length of Time to Close a Sale

0%

20%

60%

20%

0%0%

40%

60%

0% 0%

22.2%

44.4%

22.2%

0.0%11.1%

1-2 Weeks 3-4 Weeks 5-8 Weeks 9-12 Weeks More than 12Weeks

Small Medium Large


12

Over 52% of respondents indicated they sell only contract training. However, 60% of small institutions have their sales staff sell both public seminars and contract training. See Table 14, Appendix A, and Figure 14, below.

Figure 14

Sales Staff Sell Both Public Seminars and Contract Training?

60%

40%40%

60%

44.4%55.6%

Yes No

Small Medium Large

College respondents indicated 52% of sales people do not complete the whole process from approach to delivery, thus using a fulfillment team. However, 66.7% of large institutions do have sales staff complete the process from approach to delivery. See Table 15, Appendix A, and Figure 15, below.

Figure 15

Sales Person Complete Process From Approach to Delivery?

20%

80%

40%

60%66.7%

33.3%

Yes No

Small Medium Large


13

Overall, 84% of respondents do not give sales staff commission or bonus. Of those colleges giving commission, only small and large institutions participated. See Table 16, Appendix A, and Figure 16, below.

Figure 16

Sales Staff Receive Commission or Bonus?

20%

80%

0%

100%

22.2%

77.8%

Yes No

Small Medium Large

Revenue Workforce Development Benchmark Survey

14

When asked to pick three responses, small, medium and large institutions chose contract training 100% as the service generating most revenue. Other top revenue services included Public enrollment 52% and on-line courses 21%. See Table 17, Appendix A, and Figure 17, below.

Figure 17*

Which Services Generate Most Revenue?

100%

60%

0%

20%

0%

20%

40%

100%

40%

0%

0%

20%

0%

40%

100%

55.6%

44.4%

22.2%

11.1%

0%

33.3%

Contract Training

Public EnrollmentClasses

On-line Classes

Assessments

Executive Coaching

One-on-OneConsulting

Other

Small Medium Large

*Multiple responses allowed; therefore, percents may total more than 100% Fifty-two percent of institutions reported their average contract sale to be $4,000 - $7,999. Small institutions led the average contract amount at 80%. See Table 18, Appendix A, and Figure 18, below.

Figure 18

Average Contract Sale Amount

0%

80%

0%

20%

60%

40%

0% 0%

33.3%44.4%

11.1% 11.1%

$1,000-$3,999 $4,000-$7,999 $8,000-$14,999 $15,000-$24,999

Small Medium Large


15

The majority of sales departments within colleges surveyed had annual retained revenue goals of $100,000 or more (61.1%). All medium institutions surveyed had this goal. See Table 19, Appendix A, and Figure 19, below.

Figure 19

Sales Dept. Annual Retained Revenue Goal

25% 25% 25% 25%

0% 0% 0%

100%

22.2%11.1% 11.1%

55.6%

$0-$4,999 $50,000-$74,999 $75,000-$99,999 $100,000 or More

Small Medium Large

Over 68% of the institutions surveyed had college expectations of $100,000 or more annual net revenue. All medium institutions surveyed had this goal. See Table 20, Appendix A, and Figure 20, below.

Figure 20

College Expectations for Annual Net Revenue for Your Center

20% 20% 20%

40%

0% 0% 0%

100%

11.1% 11.1% 11.1%

66.7%

$0-$4,999 $50,000-$74,999 $75,000-$99,999 $100,000 or More

Small Medium Large


16

Over 42% of respondents indicated 50% – 74% of total revenue is generated by contract training. Small and large institutions sold the most contract training in the 50% - 74% range. See Table 21, Appendix A, and Figure 21, below.

Figure 21

Percent Total Revenue Generated by Contract Training

0%

40%

60%

0%

20% 20% 20%

40%

22.2%

0%

44.4%

33.3%

0%-24% 25%-49% 50%-74% 75%-100%

Small Medium Large

Over half (52.6%) of institutions indicated the smallest portion (0%-24%) came from Public Enrollment Classes. Medium and large institutions generated the least amount of revenue from public enrollment classes. See Table 22, Appendix A, and Figure 22, below.

Figure 22

Percent Revenue Generated by Public Enrollment Classes

20% 20%

60%

0%

60%

0%

20% 20%

66.7%

0%

22.2%11.1%

0%-24% 25%-49% 50%-74% 75%-100%

Small Medium Large


17

Large institutions (42.9%) indicated the college charged their Center 0%-4% overhead, while small institutions (40.0%) were charged 10%-19% overhead. Medium institutions were split between 5%-9% and 30% or more. See Table 23, Appendix A, and Figure 23, below.

Figure 23

Percent Overhead College Charges Center

20%

0%

40%

20%

0%

20%

0%

40%

0% 0%

40%

20%

42.9%

0% 0%

14.3% 14.3%

28.6%

0%-4% 5%-9% 10%-19% 20%-29% 30% or More NA

Small Medium Large

Volume discounts on sales were Not Applicable in 55.6% of institutions. Of those institutions giving volume discounts, 27.8% gave a 10% discount. When a discount was given, only large institutions gave 5%, 10% or 20%. See Table 24, Appendix A, and Figure 24, below.

Figure 24

Percent Discount for Volume Sales

0%

40%

0%

60%

0%

20%

0%

80%

12.5%

25% 25%

37.5%

5% 10% 20% NA

Small Medium Large

Curriculum Workforce Development Benchmark Survey

18

The top revenue producing products/areas at institutions surveyed were Leadership (68.4%), Microsoft Products (52.6%), Customer Service (42.1%), IT courses (31.6%), Lean Manufacturing (31.6%) and Teambuilding (31.6%). Medium institutions relied more heavily on Leadership and Lean Manufacturing for revenue than small or larger institutions. See Table 25, Appendix A, and Figure 25, below.

Figure 25*

Top Revenue Producing Products

60%

60%

40%

20%

0%

20%

20%

40%

20%

20%

20%

0%

60%

100%

60%

40%

40%

60%

0%

40%

0%

20%

20%

20%

0%

80%

55.6%

44.4%

44.4%

33.3%

33.3%

55.6%

22.2%

22.2%

22.2%

11.1%

11.1%

0%

55.6%

Leadership

Microsoft

Customer Server

IT

Lean Manufacturing

Teambuilding

DDI

AchieveGlobal

Six Sigma

Certificate Programs

ProjectManagement

Vital Learning

Other

Small Medium Large



19

The majority of institutions (72.2%) indicated they owned the curriculum. See Table 26, Appendix A, and Figure 26, below.

Figure 26

Who Owns the Curriculum?

72.2%

27.8%

The Center The Consultants

From the survey, Change and Conflict were the most demanded soft skills at 57.9% each. Presentation Skills ranked third at 52.6%. Coaching and Performance Reviews followed with 47.4% each. See Table 27, Appendix A, and Figure 27, below.

Figure 27*

Most Demanded Soft Skills

57.9% 57.9%52.6%

47.4% 47.4%42.1%

26.3%

10.5% 10.5% 10.5%5.3%

52.6%

Cha

nge

Conf

lict

Pres

enta

tion

Ski

lls

Coac

hing

Perfo

rman

ceR

evie

ws

Bus

ines

sW

ritin

g

Tim

eM

anag

emen

t

Feed

back

Stre

ssM

anag

emen

t

Per

sona

lity

Pro

files Trus

t

Oth

er



20

The most demanded computer class was Excel (89.5%). Word ranked second at (63.2%), Access ranked third at (52.6%) and Project Management ranked fourth at (47.4%). See Table 28, Appendix A, and Figure 28, below.

Figure 28*

Most Demanded Computer Classes

89.5%

63.2%52.6% 47.4% 42.1%

21.1% 15.8%0.0%

31.6%

Exc

el

Wor

d

Acc

ess

Proj

ect

Man

agem

ent

Pow

erP

oint

Out

look

Win

dow

s

Ora

cle

Oth

er


Customer Profiles Workforce Development Benchmark Survey

21

Institutions indicated the largest lead generator came from referrals (94.7%). Large institutions utilized the most resources with referrals, marketing pieces, college representatives and grant leads. See Table 29, Appendix A, and Figure 29, below.

Figure 29*

Where Leads are Found

100%

60%

80%

40%

40%

40%

80%

60%

60%

20%

20%

40%

100%

66.7%

44.4%

66.7%

55.6%

22.2%

Referrals

Marketing Piece

Chamber Lists

College Rep

Grant

Newspaper

Small Medium Large

*Multiple responses allowed; therefore, percents may total more than 100% Most institutions (68.4%) do not have someone qualifying prospects before the approach. Small institutions qualify prospects more than medium or large institutions. See Table 30, Appendix A, and Figure 30, below.

Figure 30

Are Prospects Qualified Before the Approach?

60%

40%40%

60%

31.6%

88.9%

Yes No

Small Medium Large


22

Manufacturing was the leading industry for institution’s top customers at 63.2%. Healthcare was the second leading industry at 36.8%. See Table 31, Appendix A, and Figure 31, below

Figure 31*

Industry of Top Two Customers

63.2%

36.8%26.3% 26.3%

10.5% 5.3% 5.3%15.8%

Man

ufac

turi

ng

Hea

lthca

re

Gov

ernm

ent

Tech

nolo

gy

Ban

king

&Fi

nanc

e

Insu

ranc

e

Ret

ail

Oth

er


Nearly 74% of institutions have a target market of 150 employees or more. See Table 32, Appendix A, and Figure 32, below.

Figure 32*

Company Size of Target Market

21.1%

42.1%

57.9%

73.7%

0-49 Employees 50-99 Employees 100-149 Employees 150 Employees orMore

Multiple responses allowed; therefore, percents may total more than 100%


23

Over half (52.6%) of institutions do not reward customers for doing business with them. See Table 33, Appendix A, and Figure 33, below.

Figure 33

Are Customers Rewarded for Doing Business With Your Organization?

47.4%

52.6%

Yes No

Instructors/Trainers Workforce Development Benchmark Survey

24

Most soft skills trainers received $50-$75 per hour (42.1%) or $75-$99 per hour (36.8%). Forty percent of small institutions paid soft skills trainers $100 or more per hour. See Table 34, Appendix A, and Figure 34, below.

Figure 34*

Hourly Rate for Soft Skills Trainers

20%

40% 40% 40%40%

60%

40%

20%

11.1%

33.3% 33.3% 33.3%

$25-$49 per Hour $50-$74 per Hour $75-$99 per Hour $100 or More perHour

Small Medium Large

*Multiple responses allowed; therefore, percents may total more than 100% Most computer instructors received $50-$75 per hour (52.6%). Medium and large institutions primarily paid these rates. See Table 35, Appendix A, and Figure 35, below.

Figure 35

Hourly Rate for Computer Instructors

40% 40%

0%

20%20%

60%

20%

0%

33.3%

55.6%

11.1%

0%

$25-$49 per Hour $50-$74 per Hour $75-$99 per Hour $100 or More perHour

Small Medium Large


25

The majority of all respondents indicated they did not use full-time trainers (84.2%). See Table 36, Appendix A, and Figure 36, below.

Figure 36

Are Full-Time Trainers Used?

15.8%

84.2%

Yes No

Of the three institutions that responded using full-time trainers, these trainers taught soft skills (66.7%) and computer classes (66.7%). See Table 37, Appendix A, and Figure 37, below.

Figure 37*

What Do Full-Time Trainers Teach?

100%

0% 0%0%

100%

0%

100% 100% 100%

Soft Skills Training Computer Classes Other

Small Medium Large



26

Of the three institutions that responded using full-time trainers, these trainers were paid $25-$50 per hour (66.7%). The large institution listed as “Other” paid $40,000/year for a full-time trainer. See Table 38, Appendix A, and Figure 38, below.

Figure 38*

Pay Rate for Full-Time Trainers

100%

0%

100%

0%0%

100%

$25-$50 per Hour Other

Small Medium Large


Marketing Workforce Development Benchmark Survey

27

Medium and large Institutions target their marketing materials primarily to HR Directors (73.7%) and Training Directors (73.7%). See Table 39, Appendix A, and Figure 39, below.

Figure 39*

Target Audience for Marketing Materials

60% 60%

0% 0%

40% 40%

80% 80%

20%

0%

40% 40%

77.8% 77.8%

22.2% 22.2%

66.7%

11.1%

HR Directors TrainingDirectors

IT Directors SalesDirectors

Other NA

Small Medium Large

*Multiple responses allowed; therefore, percents may total more than 100% Over 63% of institutions responding do not track their marketing materials. See Table 40, Appendix A, and Figure 40, below.

Figure 40*

How Marketing Materials Are Tracked

21.1%

10.5%5.3%

15.8%

63.2%

Specific Namefor Registration

Tracking IDNumber

Color Coded Other NA


ROI Workforce Development Benchmark Survey

28

Over 68% of institutions responding measure return on investment*. See Table 41, Appendix A, and Figure 41, below.

Figure 41

Is Return on Investment (ROI) Measured?

68.4%

31.6%

Yes No

*Of small, medium, and large institutions responding yes to measuring ROI, their specific responses included the following methods:

1. Primarily done with Lean Enterprises and Six Sigma. 2. We calculate improvement based on assigned learning projects. 2. Track a six-month change survey. 3. Pre and post testing with executive debriefing 4. Kirkpatrick up to Level 3 5. Technical validation vs. training 6. Contract projects related to a business objective with metrics along with pre and post testing. 7. Customer savings vs. training costs. 8. Customer’s Profit & Loss Statement

Evaluations Workforce Development Benchmark Survey

29

Level 1 evaluations are used most by institutions (84.2%). Level 2 evaluations are utilized next at (63.2%). See Table 42, Appendix A, and Figure 42, below.

Figure 42*

Level of Evaluation Used At Conclusion of Training

84.2%

63.2%

31.6%21.1%

Level 1 Level 2 Level 3 Level 4


The majority of institutions (94.7%) do not charge for evaluations. See Table 43, Appendix A, and Figure 43, below.

Figure 43

What is the Charge for the Evaluations?

5.3%

94.7%

$50 or More NA-No Charge

Evaluations Workforce Development Benchmark Survey

30

Over 89% of responding institutions give a pre-assessment before the training is provided. See Table 44, Appendix A, and Figure 44, below.

Figure 44

Is a Pre-Assessment Given Before the Training is Provided?

89.5%

10.5%

Yes No

Over 84% of responding institutions give a post-assessment after the training is provided. See Table 45, Appendix A, and Figure 45, below.

Figure 45

Is Post-Assessmnet Given After the Training?

84.2%

15.8%

Yes No

Credit Contract Training Workforce Development Benchmark Survey

31

The majority of all respondents indicated they do provide contract training for credit at a company’s site (68.4%). Medium size institutions provide the most credit contract training. See Table 46, Appendix A, and Figure 46, below.

Figure 46

Is Credit Contract Training Held at a Company's Site?

60%

40%

80%

20%

66.7%

33.3%

Yes No

Small Medium Large

About half of the institutions surveyed indicated a dollar volume of $30,000 or more for contract training for credit per year (46.2%). Medium and large institutions generated the most revenue in this category. See Table 47, Appendix A, and Figure 47, below.

Figure 47*

Dollar Volume for Credit Contract Training

33.3% 33.3%

0%

33.3%

25%

0%

25%

50%

0%

50%

0%

50%

$1,000-$4,999 $5,000-$9,999 $10,000-$29,999 $30,000 or More

Small Medium Large

*Responses only include those indicating they provide contract training for credit

Credit Contract Training Workforce Development Benchmark Survey

32

Business classes (69.2%) and Computer Information Systems (46.2%) are the top two credit classes offered for contract training to businesses. Small institutions equally sold Business and Computer Information Systems Classes while large institutions mainly sold Business Classes. See Table 48, Appendix A, and Figure 48, below.

Figure 48*

Top Credit Classes for Contract Training

66.7% 66.7%

0% 0%

33.3%

50%

75%

0% 0%

50%

83.3%

16.7% 16.7% 16.7%

50%

Business ComputerInformation

Systems

Mathematics English Other

Small Medium Large

*Responses only include those indicating they provide contract training for credit at a company site. Multiple responses allowed; therefore, percents may total more than 100%

Customer Loyalty Workforce Development Benchmark Survey

33

Companies used the specific institution as opposed to another vendor because of cost (89.5%), quality of instructors (84.2%) and quality of programs (84.2%). See Table 49, Appendix A, and Figure 49, below.

Figure 49*

Why Companies Use Your Center Over the Competition

89.5% 84.2% 84.2%

68.4% 63.2%

Cost Quality ofInstructors

Quality ofPrograms

Convenience Other


Future Projections Workforce Development Benchmark Survey

34

Institutions wish their sales team had more staff (68.4%) and better leads (52.6%). See Table 50, Appendix A, and Figure 50, below.

Figure 50*

Wishes For the Ideal Sales Team

68.4%

52.6%

36.8%31.6%

21.1%

36.8%

More Staff Better Leads LargerBudget

NoBoundaries

Someone toDo

Fulfillment

Other


Over half of institutions surveyed (52.6%) indicated they would experience $1 - $2 Million of sales success for the team this fiscal year. Medium and large institutions were prominent in this area. See Table 51, Appendix A, and Figure 51, below.

Figure 51

Projected Sales Success This Year

40% 40%

20%

0% 0%

40%

60%

0% 0% 0%

22.2%

55.6%

0%

11.1% 11.1%

Less than $1Million

$1-$2 Million $3-$4 Million $5-$6 Million $7 Million orMore

Small Medium Large


35

Large institutions responding to the three-year sales success still envisioned $1 - $2 Million (44.4%) and up to $7 Million or more (24%). See Table 52, Appendix A, and Figure 52, below.

Figure 52

Projected Sales Success in Three Years

60%

20%

0%

20%

0%

20%

40%

20% 20%

0%0%

62.5%

12.5%

0%

25%

Less than $1Million


Small Medium Large

Institutions responding to the five-year sales success envisioned $3 - $4 Million (42.1%) and up to $7 Million or more for small, medium and large institutions. See Table 53, Appendix A, and Figure 53, below.

Figure 53

Projected Sales Success in Five Years

20% 20%

40%

0%

20%20%

0%

60%

0%

20%

0%

33.3% 33.3%

11.1%22.1%

Less than $1Million


Small Medium Large


36

37

Appendix A

Tabled Results

38

Table 1 Credit Enrollment per Semester

Frequency Percent

Under 1,000 0 0.0%

1,000-4,999 2 10.5

5,000-9,999 4 21.1

10,000-14,999 2 10.5

15,000+ 11 57.9

Total Responses 19 100%

Table 2 Non-credit Enrollment per Semester

Frequency Percent

Under 1,000 0 0.0%

1,000-4,999 5 26.3

5,000-9,999 5 26.3

10,000-14,999 1 5.3

15,000+ 8 42.1

Total Responses 19 100%

39

Table 3 What Is the Population of Your Service Area?

Small

Institutions Medium

Institutions Large

Institutions Total

Under 5,000 0.0% 0.0% 0.0% 0.0%

5,000-49,999 0.0 0.0 0.0 0.0

50,000-99,999 0.0 0.0 0.0 0.0

100,000-249,999 60.0 0.0 11.1 21.1

250,000-499,999 20.0 60.0 22.2 31.6

500,000-749,999 0.0 0.0 11.1 5.3

750,000+ 20.0 40.0 55.6 42.1

Total Responses 5 5 9 19

Note: Institutional size categories are based on institutions’ non-credit enrollment per semester and will appear on all subsequent tables (small=non-credit enrollment of 4,999 or less; medium=5,000 to 9,999; large=10,000 or more). Refer to Table 2.

Table 4 Does Your Institution Operate within a Single County or Multi-County?

Small

Institutions Medium

Institutions Large

Institutions Total

Single County 20.0% 60.0% 66.7% 52.6%

Multi-County 80.0 40.0 33.3 47.4


40

Table 5 Is Your Institution Located in an Urban, Suburban, or Rural Setting?

Small

Institutions Medium

Institutions Large

Institutions Total

Urban 40.0% 20.0% 55.6% 42.1%

Suburban 20.0 80.0 44.4 47.4

Rural 40.0 0.0 0.0 10.5


Table 6 How Would You Describe the Local Economy Surrounding Your Institution?

Small

Institutions Medium

Institutions Large

Institutions Total

Robust 60.0% 40.0% 66.7% 57.9%

Developing 40.0 80.0 44.4 52.6

Flat 60.0 20.0 11.1 26.3

Depressed 0.0 0.0 11.1 5.3


Multiple responses allowed; therefore, percents may total more than 100%.

41

Table 7 What Is the Predominant Industry Surrounding Your Institution?

Small

Institutions Medium

Institutions Large

Institutions Total

Manufacturing 60.0% 20.0% 33.3% 36.8%

Service 40.0 40.0 11.1 26.3

Government 0.0 20.0 11.1 10.5

Hi-tech 0.0 20.0 0.0 5.3

Other 0.0 0.0 44.4 21.1


Table 8

How Many Sales Calls Are Conducted per Week by a Sales Representative?

Small Institutions

Medium Institutions

Large Institutions Total

Zero 0.0% 0.0% 0.0% 0.0%

1-2 20.0 0.0 11.1 10.5

3-5 40.0 60.0 22.2 36.8

6-8 20.0 40.0 22.2 26.3

9-10 0.0 0.0 22.2 10.5

11-15 0.0 0.0 0.0 0.0

More than 15 20.0 0.0 22.2 15.8


42

Table 9 What Percent of Sales Calls Are Proactive?

Small

Institutions Medium

Institutions Large

Institutions Total

Less than 10% 20.0% 0.0% 33.3% 21.1%

10%-24% 20.0 40.0 22.2 26.3

25%-49% 0.0 20.0 0.0 5.3

50%-74% 40.0 40.0 22.2 31.6

75%-100% 20.0 0.0 22.2 15.8


Table 10 What Percent of Sales Calls Are Reactive?

Small

Institutions Medium

Institutions Large

Institutions Total

Less than 10% 20.0% 0.0% 0.0% 5.3%

10%-24% 20.0 40.0 22.2 26.3

25%-49% 20.0 20.0 11.1 15.8

50%-74% 20.0 20.0 22.2 21.1

75%-100% 20.0 20.0 44.4 31.6


43

Table 11 What Is the Level of the Organization Targeted for the Sales Call Approach?

Small

Institutions Medium

Institutions Large

Institutions Total

Training Director 80.0% 100% 88.9% 89.5%

Human Resources 60.0 60.0 77.8 68.4

CEO 60.0 60.0 66.7 63.2

Other 60.0 20.0 44.4 42.1



Table 12 To Which of the Following Vertical Markets Are Sales Calls Targeted?

Small

Institutions Medium

Institutions Large

Institutions Total

Healthcare 60.0% 60.0% 75.0% 66.7%

Manufacturing 60.0 60.0 75.0 66.7

Government 40.0 60.0 50.0 50.0

Finance 20.0 60.0 50.0 44.4

Insurance 20.0 40.0 50.0 38.9

IT Technical 0.0 60.0 50.0 38.9

Construction 0.0 40.0 37.5 27.8

Other 0.0 0.0 25.0 11.1

NA 40.0 40.0 25.0 33.3



44

Table 13 How Long Does It Take to Close a Sale?

Small

Institutions Medium

Institutions Large

Institutions Total

Less than a Week 0.0% 0.0% 0.0% 0.0%

1-2 Weeks 0.0 0.0 22.2 10.5

3-4 Weeks 20.0 40.0 44.4 36.8

5-8 Weeks 60.0 60.0 22.2 42.1

9-12 Weeks 20.0 0.0 0.0 5.3

More than 12 Weeks 0.0 0.0 11.1 5.3


Table 14 Does Your Sales Staff Sell Both Public Seminars and Contract Training?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 60.0% 40.0% 44.4% 47.4%

No 40.0 60.0 55.6 52.6


Table 15 Does Each Sales Person Complete the Whole Process from Approach to Delivery?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 20.0% 40.0% 66.7% 47.4%

No 80.0 60.0 33.3 52.6


45

Table 16 Does Your Sales Staff Receive Commission or Bonus?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 20.0% 0.0% 22.2% 15.8%

No 80.0 100 77.8 84.2


Table 17 Which Three Services Generate the Most Revenue for Your Center?

Small

Institutions Medium

Institutions Large

Institutions Total

Contract Training 100% 100% 100% 100%

Public Enrollment Classes 60.0 40.0 55.6 52.6

On-line Classes 0.0 0.0 44.4 21.1

Assessments 20.0 0.0 22.2 15.8

Executive Coaching 0.0 20.0 11.1 10.5

One-on-One Consulting 20.0 0.0 0.0 5.3

Other 40.0 40.0 33.3 36.8



46

Table 18 What Is the Average Contract Sale Amount?

Small

Institutions Medium

Institutions Large

Institutions Total

Less than $1,000 0.0% 0.0% 0.0% 0.0%

$1,000-$3,999 0.0 60.0 33.3 31.6

$4,000-$7,999 80.0 40.0 44.4 52.6

$8,000-$14,999 0.0 0.0 11.1 5.3

$15,000-$24,999 20.0 0.0 11.1 10.5

$25,000-$49,999 0.0 0.0 0.0 0.0

$50,000 or more 0.0 0.0 0.0 0.0


Table 19 What Is the Sales Department’s Annual Retained Revenue Goal?

Small

Institutions Medium

Institutions Large

Institutions Total

$0-$4,999 25.0% 0.0% 22.2% 16.7%

$5,000-$9,999 0.0 0.0 0.0 0.0

$10,000-$29,999 0.0 0.0 0.0 0.0

$30,000-$49,999 0.0 0.0 0.0 0.0

$50,000-$74,999 25.0 0.0 11.1 11.1

$75,000-$99,999 25.0 0.0 11.1 11.1

$100,000 or More 25.0 100 55.6 61.1


47

Table 20 What Are the College’s Expectations for Annual Net Revenue for Your Center?

Small

Institutions Medium

Institutions Large

Institutions Total

$0-$4,999 20.0% 0.0% 11.1% 10.5%

$5,000-$9,999 0.0 0.0 0.0 0.0

$10,000-$29,999 0.0 0.0 0.0 0.0

$30,000-$49,999 0.0 0.0 0.0 0.0

$50,000-$74,999 20.0 0.0 11.1 10.5

$75,000-$99,999 20.0 0.0 11.1 10.5

$100,000 or More 40.0 100 66.7 68.4


Table 21 What Percent of Total Revenue for Your Center Is Generated by Contract Training?

Small

Institutions Medium

Institutions Large

Institutions Total

0%-24% 0.0% 20.0% 22.2% 15.8%

25%-49% 40.0 20.0 0.0 15.8

50%-74% 60.0 20.0 44.4 42.1

75%-100% 0.0 40.0 33.3 26.3


48

Table 22 What Percent of Total Revenue for Your Center Is Generated by Public Enrollment Classes?

Small

Institutions Medium

Institutions Large

Institutions Total

0%-24% 20.0% 60.0% 66.7% 52.6%

25%-49% 20.0 0.0 0.0 5.3

50%-74% 60.0 20.0 22.2 31.6

75%-100% 0.0 20.0 11.1 10.5


Table 23 What Percentage Overhead Does the College Charge Your Center?

Small

Institutions Medium

Institutions Large

Institutions Total

0%-4% 20.0% 0 42.9% 23.5%

5%-9% 0 40.0 0 11.8

10%-19% 40.0 0 0 11.8

20%-29% 20.0 0 14.3 11.8

30% or More 0 40.0 14.3 17.6

NA 20.0 20.0 28.6 23.5


49

Table 24 What Is the Percent of Discount for Volume Sales?

Small

Institutions Medium

Institutions Large

Institutions Total

5% 0.0% 0.0% 12.5% 5.6%

10% 40.0 20.0 25.0 27.8

15% 0.0 0.0 0.0 0.0

20% 0.0 0.0 25.0 11.1

More than 20% 0.0 0.0 0.0 0.0

NA 60.0 80.0 37.5 55.6


Table 25 What Are the Top Five Products/Areas that Produce the Most Revenue for Your Center?

Small

Institutions Medium

Institutions Large

Institutions Total

Leadership 60.0% 100% 55.6% 68.4%

Microsoft 60.0 60.0 44.4 52.6

Customer Server 40.0 40.0 44.4 42.1

IT 20.0 40.0 33.3 31.6

Lean Manufacturing 0.0 60.0 33.3 31.6

Teambuilding 20.0 0.0 55.6 31.6

DDI 20.0 40.0 22.2 26.3

AchieveGlobal 40.0 0.0 22.2 21.1

Six Sigma 20.0 20.0 22.2 21.1

Certificate Programs 20.0 20.0 11.1 15.8

Project Management 20.0 20.0 11.1 15.8

Vital Learning 0.0 0.0 0.0 0.0

Other 60.0 80.0 55.6 63.2



50

Table 26 Who Owns the Curriculum?

Small

Institutions Medium

Institutions Large

Institutions Total

The Center 80.0% 50.0% 77.8% 72.2%

The Consultants 20.0 50.0 22.2 27.8


Table 27 Which Soft Skills Are Most in Demand by Your Customers?

Small

Institutions Medium

Institutions Large

Institutions Total

Change 60.0% 40.0% 66.7% 57.9%

Conflict 60.0 20.0 77.8 57.9

Presentation Skills 40.0 60.0 55.6 52.6

Coaching 40.0 40.0 55.6 47.4

Performance Reviews 60.0 40.0 44.4 47.4

Business Writing 0.0 80.0 44.4 42.1

Time Management 20.0 0.0 44.4 26.3

Feedback 20.0 20.0 0.0 10.5

Stress Management 0.0 0.0 22.2 10.5

Personality Profiles 0.0 0.0 22.2 10.5

Trust 20.0 0.0 0.0 5.3

Other 40.0 60.0 55.6 52.6



51

Table 28 Which Computer Classes Are Most in Demand by Your Customers?

Small

Institutions Medium

Institutions Large

Institutions Total

Excel 100% 60.0% 100% 89.5%

Word 60.0 60.0 66.7 63.2

Access 40.0 60.0 55.6 52.6

Project Management 60.0 40.0 44.4 47.4

PowerPoint 40.0 40.0 44.4 42.1

Outlook 20.0 40.0 11.1 21.1

Windows 0.0 40.0 11.1 15.8

Oracle 0.0 0.0 0.0 0.0

Other 0.0 80.0 22.2 31.6



Table 29 Where Do You Find Your Leads?

Small

Institutions Medium

Institutions Large

Institutions Total

Referrals 100% 80.0% 100% 94.7%

Response to Marketing Piece 60.0 60.0 66.7 63.2

Chamber Lists 80.0 60.0 44.4 57.9

College Representative Gives the Lead 40.0 20.0 66.7 47.4

Grant Lead 40.0 20.0 55.6 42.1

Newspaper 40.0 40.0 22.2 31.6

Purchased Lists 40.0 0.0 22.2 21.1

Other 0.0 60.0 22.2 26.3



52

Table 30 Does Someone on Your Staff Qualify Prospects before the Approach?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 60.0% 40.0% 11.1% 31.6%

No 40.0 60.0 88.9 68.4


Table 31 In What Industry Are Your Top Two Customers?

Small

Institutions Medium

Institutions Large

Institutions Total

Manufacturing 80.0% 80.0% 44.4% 63.2%

Healthcare 20.0 40.0 44.4 36.8

Government 20.0 20.0 33.3 26.3

Technology 20.0 40.0 22.2 26.3

Banking & Finance 0.0 20.0 11.1 10.5

Insurance 0.0 0.0 11.1 5.3

Retail 0.0 0.0 11.1 5.3

Construction 0.0 0.0 0.0 0.0

Other 40.0 20.0 0.0 15.8



53

Table 32 What Size Company Is Your Target Market?

Small

Institutions Medium

Institutions Large

Institutions Total

0-49 Employees 0.0% 40.0% 22.2% 21.1%

50-99 Employees 20.0 60.0 44.4 42.1

100-149 Employees 80.0 40.0 55.6 57.9

150 Employees or More 40.0 80.0 88.9 73.7



Table 33 Do You Reward Your Customers for Doing Business with Your Organization?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 60.0% 60.0% 33.3% 47.4%

No 40.0 40.0 66.7 52.6


Table 34 What Is the Hourly Rate for a Soft Skills Trainer?

Small

Institutions Medium

Institutions Large

Institutions Total

$15-$24 per Hour 0.0% 0.0% 0.0% 0.0%

$25-$49 per Hour 20.0 40.0 11.1 21.1

$50-$74 per Hour 40.0 60.0 33.3 42.1

$75-$99 per Hour 40.0 40.0 33.3 36.8

$100 or More per Hour 40.0 20.0 33.3 31.6



54

Table 35 What Is the Hourly Rate for a Computer Instructor?

Small

Institutions Medium

Institutions Large

Institutions Total

$15-$24 per Hour 0.0% 0.0% 0.0% 0.0%

$25-$49 per Hour 40.0 20.0 33.3 31.6

$50-$74 per Hour 40.0 60.0 55.6 52.6

$75-$99 per Hour 0.0 20.0 11.1 10.5

$100 or More per Hour 20.0 0.0 0.0 5.3


Table 36 Are Full-Time Trainers Used?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 20.0% 20.0% 11.1% 15.8%

No 80.0 80.0 88.9 84.2


Table 37 What Do Full-Time Trainers Teach?

Small

Institutions Medium

Institutions Large

Institutions Total

Soft Skills Training 100% 0.0% 100% 66.7%

Computer Classes 0.0 100 100 66.7

Other 0.0 0.0 100 33.3

Total Responses* 1 1 1 3

*Responses only include those indicating full-time trainers are used (refer to Table 36). Multiple responses allowed; therefore, percents may total more than 100%.

55

Table 38 What Is the Pay Rate for Full-Time Trainers?

Small

Institutions Medium

Institutions Large

Institutions Total

$10-$14 per Hour 0.0% 0.0% 0.0% 0.0%

$15-$24 per Hour 0.0 0.0 0.0 0.0

$25-$50 per Hour 100 100 0.0 66.7

Other 0.0 0.0 100 33.3


*Responses only include those indicating full-time trainers are used (refer to Table 36).

Table 39 What Audience Is Targeted by Marketing Materials?

Small

Institutions Medium

Institutions Large

Institutions Total

HR Directors 60.0% 80.0% 77.8% 73.7%

Training Directors 60.0 80.0 77.8 73.7

IT Directors 0.0 20.0 22.2 15.8

Sales Directors 0.0 0.0 22.2 10.5

Other 40.0 40.0 66.7 52.6

NA 40.0 40.0 11.1 26.3



56

Table 40 How Are Marketing Materials Tracked?

Small

Institutions Medium

Institutions Large

Institutions Total

Specific Name for Registration 20.0% 40.0% 11.1% 21.1%

Tracking ID Number 20.0 0.0 11.1 10.5

Color Coded 0.0 0.0 11.1 5.3

Other 0.0 40.0 11.1 15.8

NA 80.0 20.0 77.8 63.2



Table 41

Is Return on Investment (ROI) Measured?

Small Institutions

Medium Institutions


Yes 80.0% 80.0% 55.6% 68.4%

No 20.0 20.0 44.4 31.6


Table 42 Which Level of Evaluation Is Used at the Conclusion of the Training?

Small

Institutions Medium

Institutions Large

Institutions Total

Level 1 60.0% 80.0% 100% 84.2%

Level 2 80.0 80.0 44.4 63.2

Level 3 40.0 80.0 0.0 31.6

Level 4 40.0 20.0 11.1 21.1



57

Table 43 How Much Do You Charge for These Evaluations?

Small

Institutions Medium

Institutions Large

Institutions Total

$5-$9 0.0% 0.0% 0.0% 0.0%

$10-$24 0.0 0.0 0.0 0.0

$25-$49 0.0 0.0 0.0 0.0

$50 or More 0.0 0.0 11.1 5.3

NA-No Charge 100 100 88.9 94.7


Table 44 Is a Pre-Assessment Given before the Training Is Provided?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 100% 80.0% 88.9% 89.5%

No 0.0 20.0 11.1 10.5


Table 45 Is a Post-Assessment Given after the Training Is Provided?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 80.0% 80.0% 88.9% 84.2%

No 20.0 20.0 11.1 15.8


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Table 46 Does Your College Provide Contract Training for Credit at a Company’s Site?

Small

Institutions Medium

Institutions Large

Institutions Total

Yes 60.0% 80.0% 66.7% 68.4%

No 40.0 20.0 33.3 31.6


Table 47

What Is the Dollar Volume for Contract Training for Credit per Year?

Small Institutions

Medium Institutions


$1,000-$4,999 33.3% 25.0% 0.0% 15.4%

$5,000-$9,999 33.3 0.0 50.0 30.8

$10,000-$29,999 0.0 25.0 0.0 7.7

$30,000 or More 33.3 50.0 50.0 46.2


*Responses only include those indicating they provide contract training for credit at a company site (refer to Table 46).

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Table 48 What Are the Top Two Credit Classes You Provide for Contract Training?

Small

Institutions Medium

Institutions Large

Institutions Total

Business 66.7% 50.0% 83.3% 69.2%

Computer Information Systems 66.7 75.0 16.7 46.2

Mathematics 0.0 0.0 16.7 7.7

English 0.0 0.0 16.7 7.7

Other 33.3 50.0 50.0 46.2


*Responses only include those indicating they provide contract training for credit at a company site (refer to Table 46). Multiple responses allowed; therefore, percents may total more than 100%.

Table 49

Why Do Companies Use Your Center Verses Another Vendor?

Small Institutions

Medium Institutions


Cost 60.0% 100% 100% 89.5%

Quality of Instructors 80.0 100 77.8 84.2

Quality of Programs 80.0 100 77.8 84.2

Convenience 60.0 60.0 77.8 68.4

Other 40.0 60.0 77.8 63.2



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Table 50 What Do You Wish Your Sales Team Had Now That It Does Not Have?

Small

Institutions Medium

Institutions Large

Institutions Total

More Staff 40.0% 80.0% 77.8% 68.4%

Better Leads 40.0 60.0 55.6 52.6

Larger Budget 20.0 40.0 44.4 36.8

No Boundaries 20.0 40.0 33.3 31.6

Someone to Do Fulfillment 20.0 0.0 33.3 21.1

Other 20.0 40.0 44.4 36.8



Table 51 What Is the Most Optimistic Level of Sales Success You Can

Envision for Your Team this Fiscal Year?

Small Institutions

Medium Institutions


Less than $1 Million 40.0% 40.0% 22.2% 31.6%

$1-$2 Million 40.0 60.0 55.6 52.6

$3-$4 Million 20.0 0.0 0.0 5.3

$5-$6 Million 0.0 0.0 11.1 5.3

$7 Million or More 0.0 0.0 11.1 5.3


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Envision for Your Team in Three Years?

Small Institutions

Medium Institutions



$1-$2 Million 20.0 40.0 62.5 44.4

$3-$4 Million 0.0 20.0 12.5 11.1

$5-$6 Million 20.0 20.0 0.0 11.1

$7 Million or More 0.0 0.0 25.0 11.1



Envision for Your Team in Five Years?

Small Institutions

Medium Institutions



$1-$2 Million 20.0 0.0 33.3 21.1

$3-$4 Million 40.0 60.0 33.3 42.1

$5-$6 Million 0.0 0.0 11.1 5.3

$7 Million or More 20.0 20.0 22.1 21.1


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Appendix B

Participating Colleges for Survey and Visitations

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Workforce Development Benchmarking Project List of Participating Colleges

Kathy Yeager December, 2006

Anne Arundel Community College – Glen Burnie, MD (visitation) Bellevue Community College – Bellevue, WA Bill Priest Institute for Economic Development – Dallas, TX Black Hawk College – Moline, IL Bucks County Community College – Newtown, PA Central Piedmont Community College – Charlotte, NC (visitation) College of DuPage – Glen Ellyn, IL Collin County Community College – Plano, TX Corporate College - Cuyahoga Community College– Westlake, OH (visitation) Delta College Corporate Services – University Center, MI Employee Training Institute – San Diego, CA (visitation) Ivy Tech Community College – Lafayette, IN Kirkwood Community College – Cedar Rapids, IA Lane Community College – Eugene, OR Linn-Benton Community College – Albany, OR Moraine Valley Community College – Palos Hills, IL Pima County Community College – Tucson, AZ (visitation) Rio Salado College – Tempe, AZ Tallahassee Community College – Tallahassee, FL Tarrant County Community College – Fort Worth, TX Valencia Enterprises – Orlando, FL

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Appendix C

College Visitation Interview Grid

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Questions for Community College Visitation (Appendix C) Workforce Development Benchmarking Project

Kathy Yeager

Note: As part of the Workforce Development Benchmarking Project, visitations were conducted to Central Piedmont Community College, Corporate College at Cuyahoga Community College, Anne Arundel Community College, Valencia Enterprises, Employee Training Institute in San Diego and Pima County Community College. The responses to the interview questions are listed below.

Benchmarking Questions

Central Piedmont Cuyahoga Corporate College

Anne Arundel Valencia Enterprises

San Diego Employee Training

Institute

Pima County Community

College Does the Center have a printed business plan or strategic plan? If so, what is the timeframe?

Yes. It is a three-year plan with additional five-year goals.

Yes. There is a 10-year revenue projection, a 3-year strategic plan and a 1-year dashboard.

Yes. There is a 10-year strategic plan that is reviewed yearly.

Yes. There is a 5-year business plan that is reviewed quarterly.

Yes. There is a three-year plan.

The Center does not have a plan, but each individual program has a plan.

Why was the business plan or strategic plan created?

To help restructure, for upper management buy-in and for funding.

Help the board understand, helps us stay focused, and a management tool for funding.

Living document with all the college goals tied to it. The President uses it to speak in the community.

The plan helped obtain funding and headcount. The organization runs this area as a business, and the plan show progress back to the college.

The plan was designed to launch growth and funding.

What are the components of your strategic plan?

Exec. Summary, CCE Bus. Model, Industry Competitive Analysis, SWOT, 3-year goals, tactics tied to goals, 5-year plan.

Business Description, SWOT, Market research, Competitor Analysis, marketing plan, operations plan, management team.

Priorities, Strategies, Action Plan, Facilitator, Start date and end date, and Individual Goals.

Goals & objectives, report on sales, plan for each individual area, financials, methods of measurement.

Exec. Summary, business over-view, marketing strategy, operations, and financial overview, income statements, 3-year budget, and 3-year contingency budget.

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College Who Monitors and updates the strategic plan? Who reads and expects results from this plan?

The Associate Dean updates. Vice President and Dean of CCE reads and expects results.

The president, her boss and the board reads and expects results. The President and Directors monitor and update the plan.

The Board, the President and the VPs. All college staff updates and monitor. Everyone is held responsible.

The COO monitors and updates. The President, Sr. VP, Adm. Services and the Board expects the results.

The Dean/Executive Director monitors the plan.

Who approves the plan and sets the revenue goals?

The Vice President and Dean. Revenue goal is grow 6% per year.

The Corporate College President and the College President. Revenue goal is grow 5% per year.

College-wide strategic planning committee approves the plan. Revenue and budget goals are set by the area and get direction from the VPs.

The Chief Operating Officer approves the plan and sets the revenue goals. The President reviews and approves.

The Board of San Diego CC Auxiliary Organization approves the plan. The Dean sets the revenue goals.

How is the plan similar/different from the credit plan?

This is the only plan of its kind at the college

Credit does not have such a plan.

This is the only plan for the college. It is for credit and non-credit.

Credit does not have such a plan.

Focuses on meeting business needs. There is no credit business plan.

Is there a sales director? If so, what are the responsibilities? What is the job title?

Yes. Manage the sales staff and sell. Director of Corporate Training

Yes. Manage the sales staff. Executive Director of Sales. Also has other responsibilities

Yes. Manage the team. Director of Workforce Solutions.

Yes. Helps drive revenue through sales and marketing, daily management of staff, and handles marketing and sales strategy.

No. No. There is, however, a position approved for hiring.

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College With respect to compensation, is the same model used in sales as in other areas of the college. Is performance based pay and/or viable pay a tool used to date? What does the comp model look like?

No. Sales people are assigned goals. Once the group makes the goal, a bonus of 1% is paid to each person. Another flat fee is paid for reaching goals attached to strategic plan.

No. Sales (Acct. Exec) get a base salary plus compensation plan. Based on gross margin and tiered layers. Layers start at $350,000 volume to over $750,000 volume and 5%-13%.

No. The Center for Workforce Solutions team receives a salary. No commission or bonus plan is used.

No. Sales staff receives a 4% commission on sales. This is monitored quarterly.

No. A bonus plan has been in place since 1999. The staff receives base salary and a percentage based on the size of the sale. The percentage ranges from 2.5% to 10%.

Yes. All are paid the same. No bonus plan is in place.

Does the sales team sell both contract training and open enrollment classes. If so, how is that going? If not, why not?

The sales team sells contract training. If they do sell or recommend open enrollment, they track dollar volume of business transferred.

Sales team primarily sells contract training. They do sell open enrollment to the top 10 clients.

The team sells only contracts. They may direct employees to open enrollment when appropriate.

The sales team sells mainly contract training. They get credit if they sell open enrollment to their top 10 clients.

The sales team sells contract training. Fee classes are marketed and managed by one person.

The sales group has a main focus on contract training. Some of the larger contracts also hold public classes that are open to outside people.

Does the sales team have a quota? If so, what?

This year’s goal is $663,000. The Director of Corporate Training decides the number.

Yes. The sales team goal is $3.6M. Individual goals are $1.2M. Retained revenue is 55%-65%.

Because of reorganization and position openings, there is no quota this year.

Yes. The team goal is $1,350,000. Individual goals are $425,000, $500,000, and $425,000.

Yes. The team goal is $300,000, but may change based on projects that come in.

Yes. The revenue goal is $2M.

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College Is solution selling utilized? If so, explain the process. If not, please explain the process for a sales call.

This team sells the courses that are available. A needs assessment is used and selling is based on market segments

Solution selling is utilized. An open enrollment schedule is also housed on a company website for seamless information and registration.

Yes. Leads come in and contracts are sold to companies. This could include both credit and non-credit options. Each can be customized.

Yes. Someone from the Business Solutions Group helps identify the need and the solution. An assessment and performance consulting may be utilized.

Yes. Leads are developed and then listening becomes key to uncover the basic business need. From that, a solution is developed for the customer.

Yes. Sales staff is proactive in asking questions, listening and formulating a solution. This usually ends up in a customized format.

Are all sales personnel regular employees, or are contract employees utilized?

All are regular employees. They would like to get an apprentice for additional help.

Sales personnel are regular employees hired from the business world.

Both regular and contract employees.

All are regular employees. None have contracts.

All are regular employees.

All are regular employees.

What is the total financial revenue goal for your Corporate Training Center? What is your retained revenue/income?

Corporate and Continuing Education does $5.7M. Of this, $2.7M is self supporting and $3.0M is state funded. The sales goal in contact training is $685,389.

The goal is $8.2M with a stretch goal of $10.2M. This is all self-supporting. The retained revenue is 55%-65% and goes back to the Corporate College.

Targeting $415,000 in Workforce Solutions. The overattainment goal is usually 40-50%.

The goal is $4.7M. The group goal is to be totally self supporting (bldg. lease, utilities, salaries, etc.) in five years. They are currently 2 ½ years into the plan.

The goal is $2MD. The projected retained revenue is $80,000.

The goal is $6M. We count FTSE and utilize general funds.

Who determines your financial goal? Does it come from the president of the college-the Board or others?

Vice President and Dean.

Finance and Business Services.

The Dean determines the financial goal and the President approves the goal.

The COO and the group determine the financial goal as outlined in the five-year business plan.

The Dean/Executive Director of the Employee Training Institute

The campus president and dean determine the financial goals. The board approves the general fund budget.

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College Are retained revenue dollars reinvested into your Corporate Training Center or do they go to the college as a whole?

The college sweeps 22% for overhead, and 3% goes to IT Services. The plan calls for $100,000 retained revenue in year three or 20% of CCE.

Retained revenue dollars are reinvested into the Corporate College

Utilize the Enterprise Budget which covers all costs and reinvests the revenue into the Workforce Solutions group as needed.

Once breakeven is obtained, the retained revenue dollars will be reinvested into the organization and a portion given back to the college.

The dollars may go the college. The funds go into the 501C3 as retained earnings.

Retained revenue goes back to the college as a whole. Our area is part of the college capital cascading plan.

What is the percent retained revenue to the total financial goal?

Year 1 – cover direct costs, Year 2 – Cover direct costs & admin. Costs Year 3 - $100,000 or 20% of CCE income. Public is 5% and CT 15%-20%.

55%-65% 40% - 50% 40% - 60% 40% Revenue consists of cash and Full-Time Student Equivalents (FTSE). Retained revenue is 14%

How are revenue and expenses tracked on a monthly basis?

Spreadsheet. Each class and contract is tracked and reviewed monthly.

By own enrollment financial people on a contract training sheet. An expense summary form is developed and done before & after the contract starts.

Reports from DataTel. Each contract is tracked and complete reports are reviewed monthly.

Through Continuity 2000 and Oracle. Reports track revenue and expenses for all programs. These reports are reviewed monthly and reported to the President.

QuickBooks. Reports from Banner.

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College What are the sources of revenue?

Contract training and open enrollment

Contract sales, open enrollment, facility rental, corporate lease, subsidy.

Contract sales in training, consulting, assessment, and room rental.

Contract training, Scenarios On-Line, Center for Global Languages, Consulting Services, Open Enrollment, facility rental.

Contract training in Fiscal Project Management Services, Organizational Development & Customer Training, Workforce Dev. & fee based Professional Dev.

Contract training, grants, tuition, credit feeds, non-credit fees, and FTSE.

How do you price your contracts? Is there a specific formula for pricing?

Each contract is priced individually to include expenses/costs, overhead, profit to program, etc.

Cover expenses and have 55%-65% retained revenue. No specific formula.

Cover expenses and have a 40%-50% overattainment. Pricing is divided by regular, Government, discount and minimum.

Cover expenses and have 60% margin in contract training, 40%-60% margin in consulting and 40% margin in open enrollment.

Cover expenses of the contract and build in a 40% for indirect.

$600/half day plus books for soft skills. There is a template for automatic calculation with 40% indirect costs and program charges.

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College How are you structured? If you could start over—would you structure like this again?

CCE is divided under a VP and a Dean. Directors report to Assoc. Deans. Sales will sell a contract, pass to a Program Developer, but still stay in the loop for future sales. This structure is 2 years old. Yes.

Ex. Dirs. Report to President of Corporate College. Sales will sell a contract and pass lead to Program Manager, but still stay in the loop. The model is routinely reviewed and “tweeked.”

Workforce Solutions is divided into teams. Business Development Manager sells the contract. The Client Services Manager works on the contract details along with the Program Assistant. This is a new model.

Sales obtains the lead, conducts a sales call, then brings in a rep from the Business Solutions Group to assist with the solution, sales presents the proposal, closes, and passes back to the Solutions Group for fulfillment. Yes, they would organize like this again.

The business developer obtains the lead and prescreens. The business developer and/or the executive director will call on the lead. When business is closed, it is passed to others for fulfillment. Yes, they would structure like this again.

The Center for Business Solutions sells the contracts and we work with a coordinator and support staff to deliver. The whole division was done by acquisition and is slowly moving into a new structure.

What motivates staff members to do exemplary work?

We hire high achievers who want to do good work. The motivation comes from within.

Buy-in to mission and reward system for lead generation. Always tell the real story.

Want to serve the customer and achieve success with the contract. Buy-in to the Learning College concept.

Recognition and compensation plan. Everyone working together to attain the same goal.

Bonuses, feeling part of the team, love of the organization, sense of ownership, and proud of the work they do.

Reputation of programs, passion for programs, step progression plan, success of students now and in the future, & benefits.

What database registration system are you using? How is it working?

DataTel. This was sold to the “curriculum” side with no plan for CE. It has issues.

Banner. It doesn’t work well for non-credit. Trying to use Astra.

DataTel. Works well.

Continuity 2000. Worked better than Banner. We customized reports and hired an administrator.

A customized Access database prepared just for this area. It is working great.

Banner works for credit programs, but doesn’t work for Cntr. for Trng. & Dev.

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College Do you post grades or transcripts in CE?

Grades are pass/fail and transcripts are posted.

Grades and transcripts are posted.

Yes, grades and transcripts are posted.

No No No. We show clock hours, but no grades. We do transcript CEUs.

Is registration for the whole college or is it a separate entity for CE?

Separate entity just for CE registration.

Registration is a separate entity.

Registration is for the whole college because there are no lines between credit and non-credit.

Separate entity just for this group.

Separate entity just for ETI.

Whole college.

Do you have on-line registration?

Yes. We have phone and on-line, but it has issues. People don’t like to give SS#.

No. Customers must still fax in paperwork or call.

Yes. Yes. No. Yes. On-line is for credit and non-credit classes if they are current students.

What activities are defined as marketing in your organization?

Direct mail, e-mail blasts, radio, trade show, chamber events,

Catalog, print collateral, media sponsorship, radio, advertising

Print materials, newspaper advertising, TV & Radio ads, E-newsletter, community work, foundation work.

Branding, lead generation, direct mail, advertising, networking, trade shows, etc.

Website, showcase, collaborations in the county, page in college schedule, co-sponsoring events, e-mail blasts, networking, presence on district website and marketing packet.

Flyers for individuals programs.

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College What is your marketing budget? How is it determined? How does your marketing tie in with other areas of the college?

The marketing budget for CCE is $300,000. The budget for sales is $23,000.

The marketing budget for Corporate and Workforce College is $1.2M. Ties to college brand, but is separate from credit.

The marketing budget for the whole college is $450,000. This doesn’t include $480,000 for the schedule. Workforce Solutions has some marketing money.

The marketing budget is $600,000. The marketing ties to the college brand, but is very specific for Valencia Enterprises.

The marketing budget was $40,000, and now it is $10,000. Trying to be more aggressive with other areas of the college and using a new seal containing the district logo.

The marketing budget is $5,000. It doesn’t tie in at this time.

Do you track your marketing pieces? If so, please explain how it is done.

Not yet. We do have two phone numbers, an alias URL, search feature, etc.

No Non-credit is tracked—credit isn’t tracked. Tracking is done by website hits, increase in phone calls, and asking people on a survey. This is still being developed.

Yes. We use a marketing code to differentiate between the course flyer and the catalog. Also did specific mailings to homes and businesses and tracked return. Customers were sent to the web to fill out a survey.

Yes. Have tracked marketing pieces before the current CRM database.

No.

What has been the most effective marketing method? What is your least effective marketing method?

Radio has been the most effective. NPR Talk Radio works. Tiny calendars were the least effective.

Don’t know. Just started tracking hits to web site and print material. May do away with catalog.

Direct mail is the most effective marketing method. The distance learning brochure is the least effective.

Direct mail of letters has been most effective. Mass mailing is least effective. We are discontinuing our course catalog.

E-mail campaign, our website, showcase, partnerships and referrals are the most effective methods. The least effective method is mailers

Getting in front of the customer. Cold calling is the least effective method.

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Institute


College Do you know how effective your brand is in the marketplace? If so, please explain. Does your college have multiple brands, tag-lines and logos?

We have one brand and one tagline. We are phasing out the little brands. There is sub brands (1) college to business, (2) college to student, (3) college to customer. We focus on audiences.

There is one brand and one tagline. Many people still don’t know what we do.

There is one brand, one tagline and one logo. Doing a communication’s audit.

The brand is becoming more effective and generating more leads. There were multi logos, but that is shrinking into one.

The brand is getting more recognizable. There is not a consistent look and feel with other college marketing materials

The Pima brand has wide recognition. Our division brand has minimal recognition. The college doesn’t have multiple tag-line or logos. We are working on our external brand.

Do you know your top 25 customers? Do you have an active and regular contact program with them? If so, how do you track them? What is the dollar volume of your largest customer? Why are they your top customer?

Yes. Yes. Spreadsheet. Top customer is $79,000. They like the content, instructor, & the price. We are very responsive and have good quality.

Yes. Regular contact. Track on spreadsheet with 10 of top 30 meeting quarterly on networking basis. Top customer is $1M. They like our programs, the people selling and delivering the product, and we guarantee our programs.

Yes. We know our top customers and track them in ACT! Top customer is $300,000. Customers use the college because of quality, proximity to college, and grant money.

Yes. We know and track our customers in Goldmine and Continuity 2000. The top customer is $75,000. Our customers work with us because we are flexible, independent, more market driven, and it doesn’t take a committee to decide if they can do it.

Yes. Yes. Customers are tracked in our CRM system which was customized just for ETI. The top customer is $100,000. Customers use us because we seek to understand their needs, we respond quickly and treat them well.

Yes. Yes. They are tracked in ACT! The largest customer is $4M since 1998. Customers work with us because of the long-term relationship.

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College Do officers of your college make sales lead calls to your top customers? (Executive Key Accounts)

Yes. The college president is very connected. He passes off leads to us.

Yes. President of college helped get us into hard to approach company. President opens doors and helps sell huge sponsorships for Jack Welch Conference.

Yes. Leads routinely come from the college President, Executive VPs and Deans. The President of the college is well-known in the area and obtains specific leads.

Yes. The President of the college has many contacts and brings back leads.

Yes. Many contacts are made throughout the college and not necessarily coordinated through ETI.

Yes. The campus president makes many contacts and passes off leads.

Do you reward customers for doing business with you? If so, how?

No No Yes. We have nominated customers for awards. Also took 80 customers to Anne Arundel night at the ballpark.

No. Yes. We provide a luncheon with free food and awards for our top customers.

No.

Please explain your customer service model.

Put customers first. Improve the overall customer expectations, dev. quality standards, & evaluate the results. Achieve customer repeat ratio of 30%.

Don’t have one. We don’t say “no”, or we find a partner who can assist. We strive for 100% customer satisfaction.

We are very customer focused, and don’t have the word “no” in our vocabulary.

We understand the need, work on a timeline, gather resources, clearly communicate, make the customer feel important, and treat our internal customers well.

We have open communication and promise to always get the answer for the customer. We are entrepreneurial and look for the best solutions for the customer.

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College Is an employee pre-assessment utilized? If so, please explain the pre-assessment.

Yes. There is a questionnaire they can fill out on line.

Yes. Training needs analysis questionnaire. Each area has a different pre and post assessment.

Depends on the training. We use a pre-assessment in ESL and also IT from Element K or the instructor.

Yes. We use Survey Monkey.

Yes. We use Survey Monkey. We also use Causus for ESL.

Yes. We use Asset or Compass for the basic skills area.

Is an employee post-assessment utilized? If so, please explain the post-assessment.

Yes. There is a questionnaire they can fill out on line.

Yes. Could be on-line, fill in form or observation.

A post-assessment is sometimes used, but is often part of the course.

A post assessment is sometimes used when we are measuring performance.

Yes. We may administer the same battery of tests as the pre-assessment. The instructor may give a portfolio and performance assessment.

Yes. A credit assessment is built in automatically.

Do you charge for these assessments? If so, what is the fee?

No. Not unless customized.

Yes/No. Depends on the type of assessment.

We may charge, but it is often part of the course.

Yes. Depends on the type of assessment.

We charge for the language assessment. It is $1,250 for a group of 25 employees in ESL.

No

Do you use other assessments? If so, please explain.

Yes. A 360 and on-line assessments based on competencies.

Pre-employment screening, placement & promotion, succession planning, employee dev., 360, and career development

Yes. We use assessments for the Motor Vehicle Association and others.

Yes. We use Survey Monkey, observation, one-on-one, focus groups, etc.

Yes. We also conduct a skills assessment.

Clep testing is used.

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College Do you measure ROI? If so, please explain. If so, how is this articulated back to the customer?

No. However, we are moving in that area.

No No Yes. The Senior Performance Consultant measures results at multiple levels and identified the impact of solutions on the organization.

No. However, we are looking a company with an ROI worksheet.

No

Do you charge the customer to measure ROI? If so, please discuss the fee.

If you measure and report ROI, how beneficial is this to build repeat business?

How does the college make decisions on the level of investment it will make in this area?

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College How do you run your Corporate Training Center like a business in an academic atmosphere?

Bonus plan for sales staff, easily hire & fire, retained revenue goes back to the Corporate Center, Upper Management totally supports us, Fulfillment team takes over the account after it is sold, Everyone says the same 30-second commercial

Run everything we can outside the college system. Treat purchasing and registration as subcontractor, and build in time for them to do what they need to do.

Regularly talk with the staff about goals and achievements. Utilize the Enterprise Budget to bring the money back to the Center. Ticket booth at BWI airport. Credit and & Non-credit work together for the right solution for the customer.

We are a separate unit from the college with our own building, staff to operate the building, and responsibility to cover all the costs of rent, utilities, payroll, expenses of the programs, etc. We follow a business plan and specific goals to be successful in this start-up business. We measure cost and yield on everything. We handle our own registration and billing, etc.

We are a 501C3 organization and generally separate from the rest of the college. We have a grant that assists with some salaries, our own CRM database, accounting, HR, operations, marketing, and business developer. We have our own board. The group is entrepreneurial, and we have paid bonuses to staff members since 1999.

We do 90% of all the contracts of the college and the majority is for credit. We can turn a credit contract for a company in 48 hours in a customized manner. There is no curriculum council approval. We have the full support from our campus president and can be entrepreneurial. We found ways around using Banner.

Do you sell training for credit? If so, how successful is this. What is the fee?

Little credit training is sold. Leads are passed to credit. Most companies don’t want semester training.

No Yes. Very successful. We can modify credit courses and offer to businesses. There is a 15% markup.

No. Not yet. Yes. We sell credit with any of the colleges in the district. The faculty is paid by the college and ETI reimburses the college.

Yes. This is highly successful as we conduct the majority of our business in credit contract training.

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College How is your support staff organized? (Do they work in a pool or report to just one director?)

They work for individual directors and have specific duties

They report to individual directors. There is four support staff.

Support staff report to different directors.

Support staff report to different directors.

Any support staff is also responsible for a program area. The staff is cross-trained and does administrative work as needed.

The support staff is organized in a pool to be utilized by the workforce.

What are the titles for your support staff?

Exec. Sec. Sr., Exec. Sec., Adm. Sec. Sr., Adm. Sec., Program Assistant, Adm. Assistant, Adm. Clerk.

Adm. Coord. II Coordinator II Office Mgr. III Adm. Assistant

Program Assistant, Administrative Assistant I, and Program Developer.

Solution Specialists. They used to be Training Support Specialists.

Program Assistants Support Tech, Fiscal Support Specialist and Program Assistant

Does your support staff enter data into the college database?

Yes, the Administrative Secretary Senior enters data into DataTel

Yes. This includes instructional contracts, scheduling new classes, budget change requests, PO’s. Banner is cumbersome, and trying to obtain a “work around”.

Yes. They use DataTel to enter course sections, date, times, instructors, sponsorships, 3rd party billing, etc. They also enter data into ACT!

Yes. They use Continuity 2000 to enter course sections, date, times, instructors, etc.

Yes. They enter data into their CRM system which is Access.

Yes

Please explain the role of your support staff in scheduling of classes.

The Program Developer and Program Assistant do the scheduling—not the support staff. They do order books and call the instructor, however.

Admin Coord. II and Coordinator II get the class schedule from the program manager containing dates. They create a section and then call the instructor with date and time.

The support staff helps with implementation, paperwork and room scheduling. The coordinator gets the instructors and feeds information to support staff.

They would enter the date and rooms in the system for the class. They would also change dates. However, they don’t actually schedule the class with the instructor.

They work with the instructors to schedule the classes and then enter this information into the CRM.

The courses are scheduled by the managers and then the support staff enter the information into Banner.

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College How closely does your support staff work with registration?

The Program Assistants work closely with registration.

Not closely. Support staff can’t register people.

They don’t actually register. They do review the forms for accuracy.

They don’t actually register people for classes. They keep track until after the class goes, and then operations does the registration.

They are registration. They use the CRM to register students into classes.

They work directly with the registration staff.

Please explain the role of your support staff in the fulfillment of contract sales.

The Program Assistant helps the Program Developer fulfill the contracts.

No direct role. Everyone assists in selling. Support staff prepares materials and schedules rooms/food if on college site.

Business Development Manager sells, gives info to Program Assistant to enter in DataTel. They also work with clients with special needs, certificates, evaluations, deliver books, start a class, post grades, print certificates, etc.

It is all related to implementation. The Order Entry Form comes from the Sales Team to the Business Solutions Group and those support staff. They work as a team. They will enter the class into Continuity 2000, order books, materials, prepare instructor packets, tent cards, evaluations, roster and put them in the plastic bins for the instructors to pick up. All upcoming contracts or classes for the next four weeks show up on the “Radar Screen”.

They order books, schedule dates, do contracts, and prepare everything for the class.

They track student issues, invoicing, produce class materials, order books, track data and do research.

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College What are the best practices for your Corporate Training Center?

(1) Strategic Plan with buy-in from all levels. (2) Clearly defined goals with Director performance goals & processes identified. (3) Business model of sales, marketing, programming & operations. (4) Collaboration with “curriculum” or credit area (5) Ability to create new programs.

Flexibility—can move on a dime (2) Employees are from business (3) Very customer focused (4) Very entrepreneurial (5) Everyone is held accountable (6) Expanding the vendor partnerships for on-line training (7) Quality area (8) Technology solutions (9) Internal curriculum created for leadership (10) facilities (11) Clear vision & mission—everyone says the same thing.

(1) Blurred lines between credit and non-credit. Can use curriculum from the different Institutes on campus (2) Utilize Enterprise Budget to hire additional people or launch new projects (3) BWI Satellite Center (4) Streamlined processes with checklists (5) Strategic Plan is a living document and guides the Workforce Solutions Group.

(1) Created a Corporate Culture (2) Team incentives when the whole org. reaches the goal (3) Sell solutions instead of classes (4) Consulting practices using Performance Management (5) Autonomy from the college (6) Directors report to COO (7) Ability to move quickly and make needed changes. (8) New instructor process and tool kit (9) Ability to hire positions as needed.

(1) Leverage multiple projects for overall benefit of the organization (2) Mix contracted services with government grants with fee class operations that funding can be leveraged to create a full service consulting/training operation. (3) Entrepreneurial (4) Partnerships & collaborations that build win-win. (5) Bonus plan (6) Grant to help cover salaries

(1) Insist on quality (2) Student outcomes focuses (3) Fair pricing (4) Creativity (5) Willingness to collaborate (6) Customer service (7) High level of information flow (8) Handle conflict immediately. We don’t do conflict avoidance (9) Hire good personnel

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College What are the best practices for your sales area?

(1) Implementation of sales team two years ago. (2) Work in vertical markets or segments. (3) Training Matrix tracks & gives leads (4) E-Newsletter sent monthly to targeted segments (5) Pass lead to Program Developer. (6) Get leads from college President (7) Use of ACT.

(1) Come from business background (2) Work in vertical markets (3) Selling a wide variety of programs as solutions including Lean, Six Sigma, etc. (4) Team selling (5) Commission plan

(1) Divided into teams (2) Grant money for corporate training (3) Ability to sell the “whole” college rather it be credit or non-credit to provide a solution (4) All contract training goes though the Center for Workforce Solutions (5) ACT (6) Instructor review process (7) Orientation packet & process (8) Immediate written follow up of evaluation to company (9) Comprehensive curriculum and product line.

(1) Bring the content team to the customer’s area. (2) Solution Selling (3) Consistent in pricing (4) Getting away from just selling classes (5) Consulting practices (6) Have our own P&L and autonomy. (7) Commission plan

(1) Attitude of customer service “can do” and confidence (2) Business Development person locates the leads and prescreens (3) React quickly to organize resources, get team in place and take advantage of opportunities.

(1) Checklist for tasks (2) Open communication (3) Standardized budget model (4) Flexibility of credit and non-credit for our customers

Who decided these best practices? Who would change or update them?

Vice President and Dean

President and staff. Customers and leadership team.

President, VP, and Dean.

President, COO and Directors. The COO and Directors would change or update them.

The Dean/Executive Director of ETI

The Dean

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College How do you measure success?

By revenue & enrollment, by repeat customers, and by attainment of performance goals by Directors.

Repeat business, sales volume, customer testimonials, customer referrals.

Key indicators such as enrollment, revenue, FTE, customer satisfaction ratings and number of clients.

By asking if we are better today than yesterday. By checking revenue, and bottom line.

Contributions we make to the organization, diversity of projects, and expertise to meet the needs, and if we complete the year in the black.

Evaluations, return business, passing rate on exams, revenue generation, and SBDC is loans and venture capital.

What are the biggest challenges facing your Corporate Training Center?

(1)Competition (2)Limit to resources (3)Finding the right partners to work with us

Banner – can’t register on-line, college systems we have to follow, funding for the college, independent consultants who compete.

(1) Not fully staffed (2) Quantity of work (3) Becoming a cohesive team (4) Limited resources (5) Changing systems and processes

(1) Obtaining enough sales volume to breakeven (2) Long sales cycle (3) Not everyone in the college understands what we do (4) Getting the message out to our customers (5) Changing the culture (6) If we have all the right people and they are “on board”.

(1) Aging workforce (2) Not strategic as an overall organization (some classes are free) (3) Building even stronger collaborations and partnerships

(1) Economy (2) Lack of large private sector to conduct business (3) Marketing (4) Balance between academic & revenue side of house (5) Companies do internal training. (6) Need better external branding

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College What holds you back from “Running it like a business?”

Internal systems – ITS and HR, registering on-line, financial system that is always real time, inflexibility of community college system, and DataTel.

Working in an academic atmosphere and certain processes.

Keeping pace with demand, finding qualified instructors, and space.

We are “running it like a business”. We weigh each hiring decision heavily as it will affect the P&L. Everyone is working hard to reach the goals.

Top level support. Community college structure approval processes & policies.

What is the greatest level of success that you can envision for your group in the future? What is the likelihood of achieving it?

From $5.7M, grow the revenue 6% per year. Very likely.

$10.2M. 80% Four or five more Client Service Teams and 20% of Continuing Ed. FTE.

Breakeven and begin making a profit in 2 ½ years.

$3M given the right funding streams. Not likely.

Grow programs to $6.5M. This is very likely.

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College What are the critical profiles of types of individuals that are necessary for your success as employees? To what degree is your group staffed by the “right type” of blends of skills, background and character? Is there any way you can envision that you can accelerate the growth of the types of human resources that you ideally need?

Personality type is critical. We look for motivated self-starters who want CCE to be successful. Our staff is proportioned well. The mix is good and many have only been here 1-3 years. When we grow the programs, we can warrant more staff.

Business oriented, customer focused, very agile, understand solutions, want to work hard, have fun, like what they do. The staff is a good mix, and with future “tweeking” will be positioned for success.

Detail oriented, good with customers, sales knowledge, ability to write good proposals and contracts, good follow up, and team player. We are not totally staffed yet. We must go through all levels of the process to get the right people.

Business background, can accept change, a positive attitude, very creative and not caught up in all the smallest details. In the operations area, all are trained to do each other’s job. This ensures the business keeps going even if someone is absent.

Intelligent, excellent verbal and written communication skills, team player, embraces challenges, insightful with good analytical skills, entrepreneurial tendencies, wants to grow and learn personally, appreciates people, integrity, ethics, great facilitator, resourceful/organized, comfortable existing within a bureaucracy and adapting in a business arena.

Flexibility, initiative, creativity, collegial, change agent, curriculum expertise, negotiation skills, sales, consulting, and understanding of both business and academia.

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Appendix D

Survey Instrument

Workforce Development Benchmark Project · Workforce Development Benchmark Project Kathy Yeager...

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