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Category 6: OPERATIONS FOCUS
6.1 WORK SYSTEMS
6.1.a(1) Work System Design Concepts
MATC’s educational and support processes are developed and delivered to provide students excellence in education to “enrich,
empower and transform” their lives. The main work systems of the college are designed and evaluated systematically through the
PDCA improvement cycle. Input from internal and external constituents ensures MATC’s occupational programs are high quality
and meet the needs of employers. They are designed according to Wisconsin State statutes, collective bargaining decisions, college
policies and procedures, and accreditation requirements. As an example, Figure 6-1a depicts the PDCA cycle for the Financial
Management and College Planning work system.
Figure 6-1a: PDCA Cycle of Improvement for Work Systems
(ACT)
• Identify recommendations for improvement
• Finalize Capital & Construction requests
• Complete Budget
(CHECK)
• Evaluate feedback from audits
• Complete Quarterly reports
• Seek Input from Staff for savings/ improvements/ efficiencies
CHECK
ACT
DO
PLAN
(PLAN)
• Evaluate and revise Budget Assumptions
• Set FTE projections
• Determine annual State and local Funding
• Complete Budgets – operational; personnel; construction
ACT
CHECK
PLAN
DO
(DO)
• Implement Payroll processes
• Support college operations (supplies/utilities / travel/constructions, etc)
• Monitor Funds out/in
• Conduct Training / Workshops
• Disperse Student Funds
The major college work systems include: College Administration (Figure 6-1b); Student Learning (Figure 6-1c); Student Services
(Figure 6-1f); General Counsel and Human Resources (Figure 6-1g); Financial Management and College Planning (Figure 6-1h),
MPTV (Figure 6-1d), and the MATC Foundation (Figure 6-1e).
Education is MATC’s core competency. The work systems are aligned to build on that competency as guided by the mission, vision,
and values. MATC offers comprehensive services to incoming and continuing students, including but not limited to: Welcome Centers,
computer labs, online and physical libraries, bookstores, testing services, counseling and advising resource centers, financial aid,
academic support, cashier, banking, food service, multicultural services, veterans’ services, and legal aid. Educational requirements are
set by the WTCS, accrediting bodies, and industry standards (including those of the FAA; NATEF; ABA; ACF; and NLNA).
MATC will consider work systems from external or internal resources based on the following criteria:
• Is the process or service related to the core competencies, mission, vision and values of the college?
• Will the process or service help MATC achieve its goals and objectives?
• What is needed to accomplish the task / what are best practices?
• Is there internal expertise to accomplish the process or service?
• What is the most cost-effective way to deliver the process or service?
• How will this process or service be evaluated?
If a service is not cost-effective or linked directly to the MATC core competency of delivering quality education,
then it may be outsourced.
6.1.a(2) Work System Requirements
As shown in the Work System Charts provided, each system uses a variety of methods to capture input from appropriate
stakeholders. These include input from program Advisory Committees; business and industry leaders; employers; health care
organizations; four-year colleges; student government and organizations; “Listening and Learning” sessions; standing college
committees; core committees and work teams; task forces; MAWIB; state-called meetings, and accreditation reports.
Figure 6-1b: College Administration Systems
Key Processes Process Requirements Management of Processes Measures of Effectiveness
Govern college
• Provide vision and leadership
• Ensure community needs are met
• Uphold purposes, policies and
procedures
• Oversee accountability
• Evaluate and update college Mission, Vision
and Values
• Conduct SWOT analyses for input
• Administer all areas of the college
• Evaluate and update policies and procedures
periodically
• District Board input and evaluations
• Feedback from internal and external stakeholders
• Evaluation of Strategic Goal attainment
• Performance evaluation of college leaders
• Feedback and input from WTCS
• Accreditation reports
• Audit data
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