WI Forward Award 2012 - Welcome to MATC - Milwaukee Area ...

Category 3: CUSTOMER FOCUS
3.1 VOICE OF THE CUSTOMER
Student Success and Customer Focus are MATC core values (Figure P-1a), embodying our vision to “enrich, empower, and transform”
lives in the community. It is vital that student and stakeholder questions, comments, and concerns are heard and responded to
appropriately. This is also an integral part of the planning and implementation strategies of the college’s programs and services. Figure
3-1a provides a representation of the Plan-Do-Check-Act cycle as it occurs within Student Services.
Figure 3-1a PDCA Student Services
(ACT)
• Review Strategic Goals and revise as needed
• Determine services needed
• Set outcomes and targets for performance
(CHECK)
• Evaluate Data on performance
• Conduct Surveys
• Complete Quality Review Process
• Hold Listening and Learning Sessions
• Evaluate Retention and Persistence Monitor attainment of KPIs
CHECK
ACT
DO
PLAN
(PLAN)
• Apply federal guidelines
• Enforce policies and procedures
• Provide Student Handbook
• Seek student input
• Seek staff input, goals
• Identify KPI targets
ACT
CHECK
PLAN
DO
(DO)
• Recruit students
• Test and counsel students
• Register students
• Provide Financial Aid
• Provide support and accommodation services
• Provide activities for Student Life, Athletics, Student Clubs and Organizations
3.1.a STUDENT AND STAKEHOLDER LISTENING
3.1.a(1)(2) Listening to Students and Stakeholders
To help ensure that we are listening and responding to potential
and current students, we locate them on their paths toward
success and respond accordingly. Utilizing the model developed
by the WTCS, our pathways lead to employment or further
education. Regardless of the point of entry, students can begin
on the pathway based on their skills and abilities and progress
through courses, a certificate, a diploma, or a degree program.
Along the way, guidance and support are offered to optimize
success. Figure 3-1b lays out the model.
Figure 3-1b: Pathways for Students
ADULT HIGH SCHOOL
ADULT BASIC EDUCATION
ENGLISH LANGUAGE LEARNING
WORK READINESS
BRIDGE
INSTRUCTION
EMBEDDED
CERTIFICATE
ASSOCIATE DEGREE
TECHNICAL DIPLOMA
TRANSFER
BACCALAUREATE
DEGREE
UNSKILLED
JOB
SEMI-SKILLED
JOB
ENTRY-LEVEL
SKILLED JOB
ENTRY-LEVEL
TECHNICIAN
SKILLED
TECHNICIAN
MANAGERS &
TECHNICAL PROFESSIONALS
APPRENTICESHIP
Using data on employment projections from EMSI (Economic Modeling Specialists Inc.), we have developed programs, as well as
certificates within programs, to provide for student job opportunities.
As part of establishing a PDCA culture, we listen to students to determine levels of satisfaction with programs and services using a
variety of methodologies, formal and informal, internal and industry validated, appropriate for their pathway. Figure 3-1c presents the
student segments, their needs, the listening mechanisms used, and how these mechanisms are measured.
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