Table of Contents - Richland College - Dallas County Community ...

Richland CollegeTeaching, Learning, Community BuildingTable of ContentsTable of ContentsTable of Contents.................................................................................................i2005 Eligibility Determination Form ..................................................................iiOrganization Chart...............................................................................................x2005 Application Form........................................................................................xiGlossary of Terms and Abbreviations .................................................................xiiP.0 Preface: Organizational Profile ..........................................................................xixP.1 Organizational Description............................................................................xixP.2 Organizational Challenges.............................................................................xxii1.0 Leadership............................................................................................................11.1 Senior Leadership ..........................................................................................11.2 Governance and Social Responsibilities........................................................42.0 Strategic Planning................................................................................................62.1 Strategy Development....................................................................................62.2 Strategy Deployment .....................................................................................83.0 Student, Stakeholder, and Market Focus .............................................................113.1 Student, Stakeholder, and Market Knowledge ..............................................113.2 Student and Stakeholder Relationships and Satisfaction...............................134.0 Measurement, Analysis, and Knowledge Management.......................................174.1 Measurement, Analysis, and Review of Organizational Performance ..........174.2 Information and Knowledge Management ....................................................195.0 Faculty and Staff Focus .......................................................................................225.1 Work Systems ................................................................................................225.2 Faculty and Staff Learning and Motivation...................................................245.3 Faculty and Staff Well-Being and Satisfaction..............................................266.0 Process Management ...........................................................................................286.1 Learning-Centered Processes.........................................................................286.2 Support Processes and Operational Planning ................................................337.0 Organizational Performance Results ...................................................................357.1 Student Learning Results ...............................................................................357.2 Student- and Stakeholder-Focused Results....................................................367.3 Budgetary, Financial, and Market Results.....................................................407.4 Faculty and Staff Results ...............................................................................427.5 Organizational Effectiveness Results ............................................................457.6 Leadership and Social Responsibility Results...............................................47i

Richland CollegeTeaching, Learning, Community BuildingGlossaryCEOCEUCFOCIPCMSCOLLEAGUECORECURRICULUMCQICQINCQSCREDITCTLCTLCCVCDARTDCCCDDFSCADFWDIRDISDDMHADODOEDPSDSCDTPFDual-CreditECCEDSESChief Executive Officer, such as the Richland College President and the DCCCD ChancellorContinuing Education Units (awarded and transcripted for successful completion of designated andState-approved/reimbursed Continuing Education courses)Chief Financial Officer, Dean of Business ServicesCapital Improvement Plan -- facilities master planComplaint Management SystemDatatel Automated Information System used by DCCCDRLC/DCCCD colleges’ 48 credit hour curriculum, transferable to all Texas public colleges anduniversitiesContinuous Quality ImprovementContinuous Quality Improvement NetworkCampus Quality SurveyCourses for which college credit is awarded toward degree completionCouncil for Teaching and LearningCenter for Tutoring and Learning ConnectionsCedar Valley College/DCCCDDallas Area Rapid TransitDallas County Community College DistrictDDrug-Free Schools and Communities ActDallas-Fort WorthDean of Institutional ResearchDallas Independent School DistrictDallas Metroplex Homeless AllianceDistrict OfficeDepartment of EducationDepartment of Public SafetyDistrict Service CenterDallas Trees and Parks FoundationA program in which high school juniors and seniors and home schooled students complete RLC creditcourses, many at their own school, tuition free, while enrolled in high schoolEl Centro College/DCCCDExecutive Dean of Student and Enrollment ServicesExiii

Richland CollegeTeaching, Learning, Community BuildingGlossaryEFCEastfield College/DCCCDEMERITUS RLC programs for seniors ages 55+EPAESESOLETTFAFAFSAFCFERPAFMLAGIPWEGISDHEARTHIPPAHRHSHWSWEnvironmental Protection AgencyEmployee Services and Professional Development DepartmentEnglish for Speakers of Other LanguagesExtended ThunderTeam senior leadership group includes the President, Vice Presidents, Dean ofFinancial Services, Assistant to the President, QEP Coordinator, Employee Services Director, andthe Institutional Research Dean and staffFFaculty Association, comprised of dues-paying RLC facultyFree Application for Federal Student AssistanceFaculty Council, elected by FA members to represent faculty welfare and issues including instructionFamily Educational Rights and Privacy ActFamily Medical Leave ActGGuidelines for Instructional Programs in Workforce EducationGarland Independent School DistrictHHolistic Economics and Accounting Retention TeamHealth Insurance Portability and Accountability ActHuman Resources/human resourcesHigh SchoolComputer hardware and softwareIAPIDIDIIOSIRISISDITIndividual Action PlanInstructional DevelopmentIntercultural Development InventoryImprovement Opportunity SystemInstitutional ResearchInstructional SpecialistsIndependent School DistrictInformation TechnologyIJCCCJJohnson County Community Collegexiv

Richland CollegeTeaching, Learning, Community BuildingGlossaryJTPAKPIKSAkWh SFJob Training Partnership ActKey Performance IndicatorsKnowledge, Skills, and AbilitiesKilowatt Hours per Square FootKLEEDLENSLFTLICCLOS PATOSLISTOSMALSMBSHMobiusMVCMWBNACUBONADENCAANCCBPNCDENHMNILDNISODNJCAANLCNLSSILLeadership in Energy & Environmental DesignLearning Exchange Networks – modules and workshops derived from teaching and learning materials,developed by teachers for teachers, at Humber College, Toronto, OntarioLimited Full TimeLeague for Innovation in the Community CollegeRLC’s community outreach/recruitment team comprised of employee volunteers, who perform asupportive role in a college strategic initiative to maximize Hispanic/Latino student recruitment:Spanish for “Smart Ducks” or “Ducks at the Ready”Mexican American/Latino StudiesMind, Body, Spirit Health StudiesMDerived from the early 19th century mathematician August Ferdinand Mobius, who formulated thecontinuous one-sided surface formed by twisting one end of a rectangular strip through 180degrees and attaching it to the other end such that its inner side is indistinguishable from its outerside in continuous movement, the Mobius Strip symbolizes for all Thunderducks the vitalconnection between their inner lives of mind and spirit and the outer reality of their lives ofservice to one another, family, community, and our planet and universe.Mountain View College/DCCCDMinority and Women-Owned BusinessNNational Association of College and University Business OfficersNational Association for Developmental EducationNational Collegiate Athletic AssociationNational Community College Benchmark ProjectNational Council of Developmental EducationNorth Harris Montgomery Community College, Conroe, TexasNational Institute for Leadership DevelopmentNational Institute for Staff and Organizational DevelopmentNational Junior College Athletic AssociationNorth Lake College/DCCCDNoel Levitz Student Satisfaction Inventoryxv

Richland CollegeTeaching, Learning, Community BuildingGlossaryNSFNTCCCNational Science FoundationNorth Texas Community College ConsortiumOFIOJTOpportunity for ImprovementOn-the-job trainingOOMOSHAOWTP-BIDPCABPCALPDPDCA/ADLIPIIPPINPSSPSSARLC Operational Memoranda (with policies and procedures)Occupational Safety & Health AdministrationOthers Who TeachPPerformance-Based Instructional DesignPresident’s CabinetPerformance Criteria AnalysisProgress DiscussionPlan-Do-Check-Act. Our institutional effectiveness cycle refined to encompass Approach,Deployment, Learning, and Integration.Process Implementation/Improvement PlanPersonal Identification NumberProfessional Support Staff; employees not under contractual classificationsProfessional Support Staff Association, comprised of dues-paying RLC PSS employeesQACQEPQuality Assurance CommitteeQuality Enhancement PlanQRCHSRDRISDRLCRMORRTRSTCSACSRRichland Collegiate High School, a proposed Texas charter school for high school juniors and seniorseligible to take all their high school credits as simultaneous college credit, so that high schoolgraduates simultaneously receive an associates degreeResource DevelopmentRichardson Independent School DistrictRichland College/DCCCDRisk Management OfficerRapid Response TeamRichland Skills Training CenterSSouthern Association of Colleges and Schoolsxvi

Richland CollegeTeaching, Learning, Community BuildingGlossarySCANSSDCSECCSEISERVICE AREASGASIICSMUSOARSOPSPARSPPTAIRTAMUTAPETASPTBRTCCTCLOSTDTDHT-Ducks in a RowTHECBTHUNDERBRIDGETHUNDERDUCK ®THUNIONTLCTOLISecretary’s Commission on Achievement of Necessary SkillsStudent Development CouncilState Employee Charitable CampaignStudent Evaluation of InstructionEach of the DCCCD colleges provides programs focused toward a geographical segment of DallasCounty designated as its “service area.” While the colleges may serve students from outside theirservice area, the college cannot operate programs outside that service area without specificpermission from the college that primarily serves that particular area, unless a program is notoffered in that college’s service area.Student Government Association, officers elected annually by Richland students to serve as a formalcommunications link between RLC students and administrationSummer Institute for Intercultural CommunicationsSouthern Methodist UniversityStudent Opportunity for Academic Reward, a TRIO programStanding Operating ProcedureRLC Student Programs and Resources DepartmentStrategic Planning PriorityTTexas Association of Institutional ResearchTexas A&M UniversityTexas Award for Performance ExcellenceTexas Academic Skills ProgramTexas Board of RealtorsTarrant County CollegeTexas Commission on Law Enforcement Officers StandardsThunderdocuments - comprised of RLC Statements of Mission, Vision, Purpose, Values, and StrategicPlanning PrioritiesTexas Department of HealthAd hoc RLC e-mail announcements of organizational-wide impact, such as reorganization,construction disruption, policy change, etc. (All TDR’s are archived on the employee website.)Texas Higher Education Coordinating BoardEmployee newsletter issued three times per monthOfficial trademarked mascot of Richland College; all students (current and former) and employees(current and former) are referred to as ThunderducksSee TR belowTeaching, Learning, Community Building (The RLC Mission)Thunderwater Organizational Learning Institutexvii

Richland CollegeTeaching, Learning, Community BuildingGlossaryTRTRIOTTTXUUNCOMMITTEEUNTUSDHUTUTAUTDVANGUARDVCBAVOEVPVPIAVPIEEDVPRDWTVPSDVPSLWECMWIAWRDCXROPThunion Report (“Thunder Onion”), monthly KPI update report, peeled back “like an onion” byextended TT and other councilsRefers to a number of U.S. federal programs (Upward Bound; SOAR) to increase access to highereducation for economically disadvantaged studentsThunderTeamTexas Utilities CompanyUA monthly gathering of some 100 faculty and staff in groups of 25 each, to discuss a book, selected toenhance personal and professional growth and relationships with colleagues. RLC's"Uncommittee" has been in existence for seventeen years.University of North TexasUnited States Department of HealthThe University of Texas at AustinThe University of Texas at ArlingtonThe University of Texas at DallasVVanguard Learning Project, a League for Innovation initiative to develop institution-wide learningmodels of best practices. RLC was one of 12 community colleges selected to participate in thisfive-year consortium (1998-2003).Vice Chancellor for Business AffairsVisions of Excellence – a 48-hour orientation program for new full-time faculty, consisting of a threedayretreat and seven workshops throughout the first year, and augmented by eight additional sessionsat RLC.Vice PresidentVice President for Institutional AdvancementVice President for Institutional Effectiveness and Economic DevelopmentVice President for Resource Development and Workforce TrainingVice President for Student DevelopmentVice President for Student LearningW, X, Y, ZWorkforce Education Course ManualWorkforce Investment ActWorkforce and Resource Development CouncilColleague System Roster Profile (Student Academic History Screen)xviii

Richland CollegeTeaching, Learning, Community BuildingP.1 Organizational DescriptionRLC, one of seven publicly funded two-year communitycolleges in the DCCCD, meets the educational needs ofadults, primarily in our geographic service area. We alsoprovide specialized programs that serve Dallas County andbeyond. SACS accredits RLC. In 1972 we enrolled 3,500credit and 4,000 non-credit (CE) students; in spring 2005, weenrolled more than 14,300 credit and almost 6,000 CEstudents (Figure 7.2H).P - Preface: Organizational ProfileP.1a Organizational Environmentproviding all student intake services in one convenientP.1a(1) Main education programs and serviceslocation. New employees (ThunderSTARS) learn about T-Our key student segment is the transfer student, whoseduck culture on their first day on campus in a lively,primary goal is further education at a four-year college. Otherfull-day orientation, followed by a Lakeside Chat withstudent segments seek a technical associate’s degree orTT, held three times annually. New employeesskills for job preparation, upgrade, or currency (Figurereceive mentors to support this culture transfer.7.2H). Our main educational offerings include:TOLI assists employees in meeting their annual• CORE transfer courses/programsprofessional development expectations, including• Transfer associate’s degrees (freshman/sophomore “Moby Duck” training in ThunderWellness activities for whole-development.• Technical associate’s degrees and one- and two-year The ThunderBridge employee newsletter reinforces ourcredit for transfer or personal enrichment)personcertificatesculture with “Thunder Values in Action” and “Thanks,• Workforce development/corporate training (credit/CE) Thunderducks,” letters of appreciation from students,We serve students where they are developmentally andprepare them for success in four-year colleges, careers, or inlife skills. When students come to us unprepared for collegelevelcourses, we offer programs to help prepare them. Theseinclude:• Compensatory developmental (reading, writing,mathematics) education (credit)• ESOL/ESL (credit/CE)We offer additional programs on a non-credit/CE basis forcareer or cultural enhancement, literacy, and basic skills.To help students succeed in our primary programs, we offer:• Advising and assessment of prior learning• Study skills and tutoring• Financial aid• Career placement services• Other services described in 6.1a(1)We deliver these credit/CE programs to students throughclassroom instruction; distance learning (telecourses,interactive live, video-based, and Internet courses); computerbased/assistedinstruction; learning labs; learningcommunities; service learning; and study abroad. In additionto traditional semester-length courses, we offer intensive fasttrack,weekend, and self-paced options. We offer studentservices face-to-face, in group settings, and web-based.P.1a(2) Organizational cultureRLC’s culture supports our learning environment for thedevelopment of individuals socially and educationallythrough our mission to develop lifelong learners, communitybuilders, and global citizens. Our unique “Thunderduck ® ”culture reflects our belief that it is the whole person who bestlearns, teaches, serves, and leads. Consequently, ourprograms and services nurture the mind-spirit-bodyconnection and value both emotional and intellectualintelligence. Our mascot, R. Mobius Thunderduck (“MobyDuck”), originates from RLC’s agrarian campus history and,like the Mobius strip, connects its inner life of mindfulreflection to its active life of service to others.The Thunderduck culture permeates student and employeelife. Thunderduck Hall is the front door to the campus,community members, and employees. A daily computer pop-[4.1a(1)], peeled like an onion in layers to measureup screen features one of RLC’s ten organizational values. Toidentify root cause for and close performance gaps, TTreviews institutional KPIs monthly in the Thunion Reportperformance.Our organizational Purpose, Vision, Mission, and Valuesdefine and support our culture. The lengthy official PurposeStatement (wording required by the THECB), reflects allfunctions outlined by the Texas legislature for communitycolleges. The following abbreviated statements, postedthroughout the campus, on our website, and in communityand stakeholder student publications, guide Richlanders incommon directions.VisionRichland College will provide learning experiencesthat enable all students to lead meaningful, rewardinglives in a diverse, global community.MissionTeaching, learning, community building (TLC).Organizational valuesRichland College affirms these values for our worktogether: Mutual trust; wholeness; honesty; fairness;mindfulness; considerate, open communications;cooperation; diversity; responsible risk taking; and joy.In the complete statements, posted on our website and in keydocuments, readers learn:• The primary reasons why students/stakeholders chooseRLC, the quality learning RLC students/stakeholdersexperience at the college, and the value-addedxix

Richland CollegeTeaching, Learning, Community Buildingattainment of RLC graduates/completers (Vision)• The primary college service area, programs, and services(Mission)• Ethical behavioral standards for Richland employees andstudents (Values)The easily remembered TLC mission statement appears onour 275 exterior doors. Our Values support attainment of ourvision, keeping employees’ focus on our mission withconsistent behaviors and expectations. These documents,along with our strategic planning priorities (SPPs), comprisethe ThunderDocuments (TDs), the foundation for ouroperations and directions. We review these TDs, available onour website and in multiple publications to stakeholders, withnew employees throughout their first year at RLC.P.1a(3) Faculty and staff profileOur 558 full-time employees include: 144 full-timeinstructional personnel who teach students and performrelated teaching-learning functions; 312 full-time PSS whoprovide services for employees, students, and community;and 102 administrators who lead academic and student/community programs and services. Part-time employeesinclude 639 credit faculty, 172 CE faculty, and seasonal staff.Approximating the demographics of our service area andstudent enrollment, 37% of our employees are ethnicminorities (17% African American, 11% Hispanic, 7% Asian,2% other), with 34% of leaders minority and 56% female.Faculty teaching transfer classes hold at least a master’sdegree and 18 graduate hours in their teaching fields (121full-time and adjuncts hold doctorate degrees). Technicalfaculty hold at least a bachelor’s degree or equivalentexperience in their fields. All PSS meet appropriateeducational requirements for job responsibilities.Administrators have at least a master’s degree and/orextensive field experience. (See Item 5.2a for educationalrequirements for CE faculty.)No bargaining units exist. We use contractors for bookstore,food, and custodial services. Employee safety requirementsappear in 5.3a, including special health and safety proceduresrelative to ergonomic and accessible facility issues.P.1a(4) Major technologies, equipment, facilitiesThe 243-acre RLC non-residential campus has 14 permanentbuildings (615,584 gross square feet) and four temporarybuildings to accommodate enrollment growth. We haveconstruction funds for more than 200,000 sq. ft. of permanentfacility expansion through 2010.Our primary technology usage is in information systems. Wehave 80 computer labs providing access for students in-classand for study out of class. Campus computers network locallyand throughout DCCCD using wireless networks. We updateother specialized instructional lab and facilities’ supportequipment through master plans and routine maintenance. AP - Preface: Organizational Profilesmall number of other technology uses exist, such as speciallabs that require sophisticated equipment to support scienceand technology curricula.P.1a(5) Regulatory environmentWe operate under a wide variety of rules and guidelines(Figure P.1A). The THECB monitors state reimbursement forprograms and financial regulations. Titles VI, VII, and IX ofthe Civil Rights Act also provide specifications for how weoperate. SACS sets standards for administration/facultycertification and financial regulations. In 2002 ouraccreditation was fully affirmed with no recommendationsand extended for ten years. As one of only eight highereducation institutions piloting new accreditation standards,we helped shape new standards, implemented in 2004, for allSACS higher education institutions.P.1b Organizational RelationshipsP.1b(1) Structure and governance systemIn the structure/governance system depicted in ourorganization chart, our governing body (DCCCD Board ofTrustees) oversees compliance with state, federal, andTHECB regulations. It also determines local tax rate, setstuition, and authorizes bond elections and expenditures forfacilities. In addition, it sets policies/parameters in categoriessuch as Ends, Executive Limitations, Board-Staff Relations,and Board Process, thereby empowering both Board and Staff(District and its colleges) to perform the duties outlinedtherein. The Board’s Ends reflect expected results thatrespond to questions of what human needs are to be met, forwhom, and at what cost. The Board sets limitations only onstaff means–limits that reflect principles of prudence andethics (staff practices, activities, circumstances, andmethods). In turn, this empowers the DCCCD CEO,RLCCEO, and RLC staff to use their full creative abilities insafeguarding against potential abuses. They do this as theysatisfy stakeholder needs, improve organizationaleffectiveness, and ensure the larger community’s trust.The Carver Policy Governance ® Model guides the Board,DCCCD/RLC CEO, faculty, and staff. Governance processesdelineate organizational responsibilities at Board, District,and RLC in these areas: strategic decision planning;monitoring, and evaluating performances of senior leadersand others; financial auditing; establishing compensation andbenefits; managing risks; and completing daily operations.P.1b(2) Key student, stakeholder, and market segmentsOur key student segments are described in P.1a(1) and FigureP.1B. Of RLC’s credit enrollment, 69% seek transfer to auniversity; and as part of that group 21% need developmentaleducation to become college ready; and 10% seek career andjob readiness. Characteristics of our credit enrollmentsinclude: average age, 28; 55% female; 20% AfricanAmerican; 18% Hispanic; 13% Asian. CE enrollmentsinclude 70% workforce training and 30% personalenrichment: average age, 39; 58% female; 26% Hispanic;12% African American; 11% Asian.xx

Richland CollegeTeaching, Learning, Community BuildingP - Preface: Organizational ProfileProcess Areas Authority Practices Measures ExpectationsZoning and Codes - CityBuilding safety procedures, FindingsZero findingsinternal auditsSafety & Legal - OSHA Safety audits; Emergency Campus/Legal Safety/ Continuous improvement in each- USDH- RLC internalstandardsResponse Training;College-wide DrillsSecurity indicators; Perfin actual situations;Respon. time (Fig.7.6E)measure per defined goalRegulatory* - THECB Appropriate tracking systems Compliance. (Fig. 7.6I Zero findings/exceed standards- EPA Agency Auditsand 7.6J)Employee - Federal Human Resource practices, Workers Comp claims Improvement to defined goalRelated** Agencies such Safety training, audits filed & premiums paid.as OSHA(Fig. 7.4I)Compliance to reqmnts(Fig.7.4G and 7.6H)Accreditation - SACS SACS/Program Audit Criteria/QEP 10-year, max accreditationAccreditation(Fig. 7.6I)Ethics & Equity - DCCCD- External /InternalAuditorsAcctg and reporting practicesFinancial AuditsEthics PolicyAffirmative ActionNon-conformance items;Non-conformance issues;% of under-representedgroups (students &Zero findings;Zero occurrences;Mirror community (students); &student body (employees)- EEOC Student Rights andResponsibilitiesSupplier score cardemployees)( Fig. 7.6C, 7.6F, 7.6G,7.6H, and 7.5 K)Federal & State - Courts Adherence to District Legal actionsZero legal actionsRegulationspolicies and practices (Fig. 7.4G and 7.6F)*Governance, Titles VI, VII , and IX, EPA, C opyrights **FMLA, FERPA, HIPPA, ERISA, ADA, OSHA, etc.Figure P.1A – Public Responsibility Key Practices, Measures, and ExpectationsFour key stakeholder groups expect us to use our resourceseffectively to meet community educational needs throughstudent success: 1) those that represent our taxpayers and/orgovern or accredit us (DCCCD Board, THECB, SACS); 2)other schools (K-12, universities); 3) employers; and 3) RLCfaculty/staff (Figure P.1D). Selected key school andemployer stakeholders become formal partners and suppliers.P.1b(3) Supplier/partner roles in learning processesFormal partners (key high schools, universities, andbusinesses) and our most important suppliers (copiers,The most important requirements for our suppliers includetimeliness and reliability for orders and services placed/scheduled and received, as well as competitive pricing andhigh quality products and services.Technical/ bookstore, computer HW/SW) have roles in ourRequirements/Expectations TransferJob Skills learning-centered processes, ranging fromCompetitive, affordable tuition preparing college-ready high school students,Flexible class scheduling accepting our transfers, hiring ourAccessible offerings on-site/at-a-distance graduates/completers, providing internships,Course/program transferabilitysupplying competitively priced texts, to providingCollege preparednesslearning-friendly HW/SW. Other key suppliersJob training currency/quality provide such support processes as cost-effectiveJob placement custodial and food service.Lifelong learning skills Partners assist us in organizational innovationFigure P.1B – Key Student Segment Expectations/Requirementsprocesses; e.g., one business assists us withWe recruit these students primarily from four key market environmental sustainability processes, high schools assist ussegments, identified as: 1) recent HS graduates; 2) still in with our dual-credit and AP/dual-credit processes, andHigh School/dual-credit; 3) age (adults returning to educationuniversity partners assist us with such processes as “co-after K-12/college gap); and 4) underserved ethnicityenrollment” in university-level engineering programs.(Hispanic/Latino) (Figure P.1C).P.1b(4) Key relationship/communications mechanismsFigures P.1B, P.1C, and P.1D and P.1b(2) and P.1b(3)describe the relationships between RLC and its key suppliers,partners, students, and stakeholder groups. We describe ourkey communications systems with each of these groups in3.1a(2) and Figure 3.1A.xxi

Richland CollegeTeaching, Learning, Community BuildingRequirements/Expectations HSG HS A LTimely/accurate enrollment information Bi-lingual/Spanish informationLife transition assistanceCollaboration with high school facultyClass schedules that accommodate high schoolcalendar Information to parents First-generation-to-college information andcase management approaches Legal documentation informationChild care referralsSpecialized co-curricula activities KEY:HSG – recent high school graduatesHS – current high school students ready for collegeA – older adults (21+)L – underserved Hispanic/Latino populationFigure P.1C – Key Market Segment Requirements/ExpectationsWe specify the key requirements of each partner and supplierin formal agreements and assess the effectiveness of therelationships in informal, in-process feedback sessions, aswell as through formal, summative EOY score cards for each,which include their formal feedback about our performance(Figure 7.5K).P.2 Organizational ChallengesP.2a Competitive EnvironmentP.2a(1) Competitive positionWe have the largest combined credit/CE enrollment of anyhigher education institution in Dallas County. Our enrollmenthas grown steadily despite the need for facility expansion,Requirements/Expectations G S E FStudent success Accreditation compliance Efficient systems/processes Facilities maintenance Instructional equipment currency Cost-effectivenessArticulation agreements# of transfer-ready students # of job-ready completers Competitive salaries/benefits/work conditions Professional growthHigh ethical standards KEY:G – governing/accrediting groups representing taxpayersS – other schools (K-12, universities)E – employers (of student completers)F – faculty/staffFigure P.1D – Key Stakeholder Group Requirements/ExpectationsP - Preface: Organizational Profilenow underway. Local competitors include BHC,EFC, NLC, and UTD. Outside our immediateservice area, our competition for freshman andsophomore transfer students includes CCCCD,UNT, UTA, TAMU-Commerce, Texas Tech, UT-Austin, and TAMU-College Station. We havearticulation agreements with our key universities,collaborating with them for joint marketing, smoothstudent transition, shared student success data,offerings on site, and specialized scholarships forRLC transfer students. We also offer mini-terms toattract competitors’ students when home for schoolbreaks. For corporate workforce-related programs,key local competitors are BHC, EFC, NLC, andCCCCD.P.2a(2) Principal success factorsWe address our principal competitive successfactors directly through our strategic planningapproach described in 2.1a. Figure P.2A showsthese factors and their associated SPPs.Key changes in the competitive environment includecompetitors’ tuition increases while we maintain significantlylower tuition costs (Figure 7.2K). Although essentially fullfacilities have limited our ability for program/enrollmentgrowth and market penetration, voters approved a $54 millionfacilities expansion plan in May 2004 to remove thisgrowth/responsiveness barrier.P.2a(3) Sources of comparative and competitive dataSince 2000, significant cycles of improvement in collectingand using comparative and competitive data have occurred.We now use benchmarking data within and outside highereducation. Within higher education, we use:• Comparative results from surveys for studentsand employees• Comparative data with our sister colleges andwith the neighboring college district(CCCCD) that influences the DCCCDBoard’s decisions concerning policies andfunding• Comparative data from state agencies on statenorms, average performance, and best schoolperformance• Comparative data from receiving schools onsuccess rates of our students compared totheir native students• Comparisons of performance to other best-in-class performing schools through peer groupsand participation in best-in-class sharinggroups such as NCCBP• Financial comparative performance ratingssuch as from Moody and FitchFor our benchmarking data outside highereducation, see Figure P.2B.xxii

Richland CollegeTeaching, Learning, Community BuildingP - Preface: Organizational ProfilePriorities Principle Success Factor Strategic ChallengesIdentify and meet • Geographic proximity and • Popul ation demographic shifts increasing those withoutcommunityvisibilityEnglish proficiencyeducational needs • Serve the underserved• Technology jobs decreasing in our employer base withstudents shifting to transfer coursesEnable all students to • Student success in transfer • Under-prepared student needs increasingsucceedschool and work• Students more under-prepared, with fewer resources in K-12• Support students wherever they institutionscome from in lifeEnable all employees to • Faculty committed to student • Increasing faculty and leadership retirements, with many newsucceedsuccess and the RLC culture hires neededImprove efficiency and • Do more with less• Minimizing disruptions as facilities are constructed to expandeffectiveness of • Continuous improvementcapacitycollege programs and culture• Closing enrollment/student success gaps, especially for Latinooperations• Ethical, compliant, socially populations/studentsMeet community concernededucational needsFigure P.2A – Principal Success Factors and PrioritiesP.2b Strategic ChallengesWe address our strategic challenges directly through theenvironmental scanning, strategic planning, benchmarking,and sharing groups.strategic planning approachdescribed in 2.1a. We align thesechallenges to our success factor s [P.2a(2)] and address them We imbed organizational learning in our culture at thethrough the Priorities as shown Figure P.2A and in Figure deepest levels, consistent with our Mission of teaching,2.2A. Also, as the Dallas Metroplexstruggles to create a more learning, community building. This passion for learning leadssustainable environment, we are challenged to modelus to participate in many benchmarking and sharing groups,sustainable practices in retrofitting and designing newand continued involvement in both the TAPE and Baldrigebuildings and grounds; updating curriculum; and encouraging programs. Quality Texas named us a recipient of the TAPEcommunity, students, and employees to use moreaward this year (2005). We also participate in continuousenvironmentally sustainable transportation.learning through seminars and community involvement. Wehave an interconnected two-pronged approach to sharingknowledge assets within the organization: 1) We imbedorganizational learning/ knowledge asset-sharing mechanismsP.2c Performance Improvement SystemOur approach to performance improvement is throughstrategic and operational deployment of our PDCA/ADLIcycle throughout the organization. We embed this approachin our PIIP process, which guides systematic evaluation andkey-process improvements (see Figure 6.1D). Figure 2.1Adepicts how we conduct improvements through our Strategic/Operational Planning processes, including our monthly KPIprogress review. Weuse key approachesthat ensure PDCA/ADLI focuses us oncontinuousimprovement. Theseapproaches includeour responses toimprovementopportunities in 1)annual feedbackreports from TAPE,Baldrige, and variousaccreditationreviews, and 2)timely reports fromOrganizationTexas Instruments, City of DallasTexas NameplateBank OneDisneyStarbucks, “Experience Music Project”Southwest Airlines, Container StoreBranch-Smith PrintingPresbyterian Hospital of DallasMedrad, Inc.St. Luke’s HospitalRobert Wood Johnson University Hosp.into our interrelated multi-year, college-wide QEP strategy;our program review; and our benchmarking efforts; and 2)TOLI provides related professional development series andfollow-up support groups where we share knowledgeregularly throughout the organization.Nature of Benchmark ActivitySustainable architectural designElectronic dashboard, Senior Leaders Performance Eval.Customer service “Front Counter” approachesEmployee interview/screening, New empl. orientationExperience Engineering for T-duck Hall & new bldgs.Employee cultureSupplier/Partner Score CardEmployee professional developmentDiversity in managementEmployee retention/turnover/satisfactionEmployee retention/turnoverFigure P.2B – Outside Higher Education Benchmarksxxiii

Richland CollegeTeaching, Learning, Community Building1.1 Senior LeadershipSenior leaders create a leaderfulenvironment focusing on individual andcollaborative empowerment andresponsibility. Our leadershipculture and growth opportunitieshave launched 22 formerRichlanders into highereducation positions as CEOs.Our president, one of 27remaining 1972 RLCfounders, has served asCEO for 26 years. TT, oursenior leadership team,consists of the CEO, fiveVPs, CFO, and Assistant tothe President. They ensurebroad stakeholder input andcollaboration in updating,communicating, andimplementing the TDs, our guidingprinciples and strategies, and theyreview organizational performance andsystem effectiveness. To this end, theyinteract formally and informally withlearning-centered and stakeholderfocusedcouncils, committees, teams, and individuals.CommunityStuStudentsdentsFigure 1.1A illustrates our robust leadership system,CommunityASACCommunitySDCCEDCStudentsFigure 1.1A – RLC’s Leadership SystemStudentsCo mmunityCommunityStudents1 - Leadershipproviding hierarchical clarity (TT, PCAB, AC,SDC, AS,) and fluid cross-cutting“organic” agility (CCB, CTL, CEDC,WRDC, and groups noted in thepurple concentric ring of 1.1A).See Figure 1.1B formembership and chairs ofthese groups. Most broadly,the DCCCD Board andDistrict Office providepolicy and governanceparameters and certainsupport services for RLC.Cycles of improvementhave enhanced this systemsince 1997 when it consistedonly of PCAB, AC, SDC, andAS. To create value forstudents and other stakeholders,we added the CEDC in 1998 forresponsive environmental scanning.Next, we created the TT with streamlined/realigned VP areas in 1999 to enhancestrategic planning and organizationalperformance review. Then, we addedthe CCB and CTL in 2001 to help deploy cross-cuttingorganizational learning, and most recently, we created theWRDC in 2004 to ensure program currency and agility.Council/Association Membership Chaired byTT – Thunder Team President/CEO, 5 VPs, Asst. to President, CFO, (DES, DIR advisory) PresidentPCAB – Presidents CabinetThunderTeam, President’s direct reports, key deans/directors from VPcouncils, presidents of the SGA, FC and PSSCPresidentAC – Academic Council Academic Deans, presidents of FC and AFC VPSLSDC – Student Devel Council Student Services deans/directors VPSDAS – Administrative Services Directors of Business Services including Facilities, ES Dean, Bus. ServicesCEDC – Community andEconomic DevelopmentLeaders working with feeder schools, upstream universities, corporateclients, community advisory councils, environmental scanners, IR VPIEEDCouncilstaff, RD staff, and program developersWRDC – Workforce andResource Devel CouncilRepresentatives from Resource Development, Program Developmentand Workforce TrainingVPIA & VPRDWT,co-chairsCTL – Council for Teaching Representatives from three student groups & eight groups of full- and Rotates, w/ VPSL &and LearningCCB – Council forCommunity BuildingFA/FC – FacultyAssociation/CouncilAFC – Adjunct FacultyCouncilPSSA – Professional SupportStaff AssociationSGA – Student GovernmentAssociationpart-time credit/non-credit teaching personnelRepresentatives from three student/stakeholder groups & twelvemajor services and community organizationsRLC dues-paying full time faculty; FC = faculty officersElected to represent part-time adjunct facultyRLC dues-paying Professional Support StaffElected representatives of the student populationFigure 1.1B – RLC’s Leadership Councils/GroupsPresident ex officioRotates, w/ VPSD &President ex officioSelf-governedStakeholder Assoc.Self-governedStakeholder Assoc.Self-governedStakeholder Assoc.Self-governedStakeholder Assoc.1

Richland CollegeTeaching, Learning, Community Building1 - Leadership1.1a Vision and Values Following Convocation, TT deploys direction throughcouncils, work groups, and individuals via relatedexpectations for their action plans [2.2a(1)]. Ongoingdeployment and two-way communication continue yearroundthrough the methods shown in Figure 1.1C. Seniorleaders model organizational values which TT discussesthree times annually with new employees in Lakeside Chatsessions with the CEO. Items on the Campus QualitySurvey allow all employees to rate senior leaders onorganizational values (Figure 7.6D).1.1a (1) Senior leaders set/deploy values and directionsTT, with broad stakeholder input, sets and deploys RLCvision and values [P.1a(2)], directions, and performanceexpectations through its college-wide strategic-operationalplanning and budgeting systems (2.1a). PCAB, CCB, CTL,CEDC, WRDC meetings, and ongoing data from IR provideinput for TT to set directions. Cycles of improvement to theleadership system have increased stakeholder input andpropelled response to spontaneous OFIs. This fluid,comprehensive approach has improved participation increating and balancing value for students and otherstakeholders. Related performance expectations cascadefrom organizational measures to departmental measures toindividual action plans.TT communicates and deploys organizational valuesthroughout the organization and to students and keystakeholders through the methods shown in Figure 1.1C.The annual Fall Convocation explains updated values,directions, and expectations for all faculty and staff.1.1a(2) Senior leaders create ethical environmentWe promote high standards for legal and ethical behavior,as well as equity for all students and employees. To thisend, we establish, deploy, and enforce TDs that stresshonesty, fairness, equity, and valuing diversity. We furthersupport these values as described in 1.2b. They enableleaders to focus on ethical behavior and equity and empoweremployees to make effective decisions. Enforcementincludes serious policy-consistent consequences for anyviolation. We also offer programs to focus on ethicalHow What With Whom FreqConvocation* Vision, Values, Directions, org review and analysis results All employees AnnualCommittee and council Values, Directions, Updates, new initiatives, review and Committee Variesmeetings*analysis resultsmembersThunderBridge newsletter Values, Strategic Planning Priority Actions, Shared All employees 3x monthlylearnings, improvements, practices; Review resultsThunderValues in Action ThunderBridge employee reports All employees MonthlyThanks Thunderducks ThunderBridge acknowledgements All employees 3x monthlyT-ducks in a RowSharing learnings and improvements, announcement of All employees Ad hocneeded information and reportsFocus groups Student/Market segment input Stdnt/Mrkt segs Ad hocThunderSTARS* Vision, Values, Mission, SPPs, directions New employees On entryListening Outposts* Drop-in, one-on-one employees/students All employees WeeklyUnderground e-mail* Informal, frank, two-way water cooler-type conversations All employees DailyWebsite comm. including Values, Directions, results of reviews and analysis All employees Ongoingreports & executive summariesCollege library holds reports Needed information and reports All Employees As neededComputer screen pop-ups* One of 10 organizational ThunderValues(*invites employee discussion and reflection)All employees WeeklychangeQEP website Sharing learnings All employees OngoingPIIP website Organizational Learning for process improvement sharing All Employees OngoingSurveys Upward communication All employees AnnualOne-on-one discussions* Expectations, directions, requirements, satisfaction All employees ImpromptuIAPs and Performance Evals Expectations, directions, requirements, needs All employees AnnuallyThunion Report Organizational Performance reviewed by TT All employees MonthlyEnd of Year KPI Report Organizational performance review and analysis All employees AnnuallyDept. performance reviews* Organizational performance review and analysis All employees MonthlyStudent publications/website Vision, Mission, Values, Directions Students/stkhldrs SemesterlySupplier/Partner agreements* Values, Directions, Expectations Supplier/Partners Annually194 framed posters postedthroughout collegeVision, Mission, Values, SPPs, PIIP ProcessAll employees/studentsUpdatedAnnually*2-way communicationFigure 1.1C – TT Communication Methods with Employees and Partners2

Richland CollegeTeaching, Learning, Community Buildingbehaviors, such as campus wildlife and nature preservation,the Peace Pole trail, conflict prevention and resolutiontraining, annual Intercultural Competence training for allemployees, TLC mindfulness labyrinth, Institute for Peace,Global Studies, Mind-Body-Spirit Institute, and relevantemployee retreats.1.1a(3) Senior leaders create a sustainable organizationTT creates a sustainable organization that systematicallymoves toward its vision through cycles of improvement toits strategic planning approach. We deploy our strategicplanning approach pervasively and measure it regularlythrough leading and trailing KPI measurements (Figure2.2A). Emergency preparedness plans and fiscal stability asmeasured by fund balances (College and District), financialaudits, and bond ratings by both Moody and Fitch (Figure7.6G) further ensure organizational sustainability.Through multi-year TAPE/Baldrige annual feedback withresponsive improvements, TT leaders create a performanceimprovement environment throughout the organization.Leaders review our consistently improving results monthlyat organization and department levels and annually throughthe EOY Report (posted on intranet website). Monthly PIIPand QEP reviews by all employees assure that performanceimprovement is continuous and deployed to all employees.Our culture strongly supports innovation and agility toaddress unforeseen circumstances. We are founding andcontributing members of a variety of organizations such asthe LICC and CQIN. Our reputation for openness to ideasand innovative approaches invites us to participate inconsortia and pilots that recognize and promote innovation.These include the Vanguard Consortium for StudentLearning Outcomes, AAC&U Consortium for Liberal Artsin the 21 st Century, SACS accreditation pilot, SIIC pilot,and various benchmarking studies on innovation.Employees likewise infuse their work with innovation. OurThunderSTARS program was selected as the DCCCD“Innovation of the Year” in the 2002 LICC nationalcompetition. Our innovative proposal for a dual-creditcharter high school is the first in Texas and will expedite theK-12 to bachelor’s degree pipeline by two years.We have various mechanisms to ensure an environment ableto respond to community needs. CEDC works directly withfeeder schools, upstream universities, corporate clients,community advisory council liaisons, environmentalscanners, IR staff, RD staff, and program developers to keepup with stakeholder needs. Environmental scanning includesinformation from advisory committees, neighborhoodassociations, chambers and civic organizations, andarea/state/federal business and governmental agencies. Wedesign our workgroups for agility in effecting change anddeveloping new programs as described in 5.1a.1 - LeadershipTo support an environment of ongoing organizational andemployee learning, TT established annual professionaldevelopment requirements for all employees. QEP disciplineand workgroup teams foster ongoing learning in monthlymeetings that address college-wide improvements and shareongoing organizational learning. We use systems toencourage sharing successes such as those in Figure 1.1C.For succession planning at all levels of the organization, TTmembers utilize an annual survey to determine employeeaspirations for advancement. HR/TT can match surveyresults against anticipated openings in order to cross-trainemployees and to offer professional development,understudies, and internships. At the senior level, foremergency succession planning and interim needs, TTmembers are cross-trained to “cover” for one another.Therefore, they fill in for the CEO when he is out. TTmembers also mentor internal, graduate school, and nationalorganization interns as well as teach in leadership graduateprograms to enhance succession planning for future leaders.1.1b Communication and Organizational Performance1.1b(1) Senior leaders communicate, empower, motivateTT communicates with, empowers, and motivates RLCfaculty and staff, encouraging open communicationsthroughout the organization (Figure 1.1C).To empower employees, TT deploys the Carver principle of“freeing those closest to the work to make responsibledecisions.” Employees analyze information, determinecourse corrections, and quickly respond to changes in theenvironment through formal and informal decision-making.PCAB formally reviews effectiveness of written policiesand procedures in providing balanced freedom andparameters to employees, sharpening organizational andemployee clarity, and minimizing redundancy.TT members publicly present faculty and staff a variety ofrewards and recognition in various ceremonies, honors,banquets, and receptions (noted in 5.1b and Figure 5.1A).This reinforces high performance focused on theorganization, students, and stakeholders (Figure 7.4K).1.1b(2) Focus on objectives, performance, and visionTT uses systematic strategy deployment (see 2.2) to focuson actions that accomplish RLC’s objectives for student,stakeholder, and organizational success. Leaders andemployees review progress to the action plans linked toobjectives/KPIs. TT deploys the employee-driven, eightstepPIIP to focus on productivity action plans (Figure6.1D). This enables RLC to 1) update our 33 year-oldfacilities with user experience and accountability totaxpayers; 2) keep technology infrastructure current andaffordable [see 4.2a(3)]; 3) update curricula effectively, 4)address specific needs of target market segments; 5) deployprofessional development to refine teaching methodologies;and 6) achieve its strategic objectives/KPIs.3

Richland CollegeTeaching, Learning, Community Building1.2 Governance and Social ResponsibilityWe focus on social responsibility through the communitybuildingaspect of our mission. Our vision is to helpstudents “lead meaningful, rewarding lives in a diverse,global community.” We model community-buildingstrategies in our processes with cooperative learningapproaches and faculty helping students develop successfulcommunity-building life skills for home, society, and work.1.2a Organizational Governance1.2a(1) Governance systemThe DCCCD Board and CEO hold our CEO responsible forethical, risk, legal, regulatory, and social responsibilities. Toensure management accountability for the organization’sactions, TT members enforce clear policies governingemployee and student behavior that identify consequencesfor violations. TT calls on the DCCCD Legal Counsel,RMO, and Internal Auditors to provide policy-complianceprofessional development and to conduct audits/reviews ifTT questions accountability-compliance behavior.To ensure fiscal accountability, TT deploys actionablebehavior policies governing those with fiduciaryresponsibilities. TT ensures cost center accountabilitythrough COLLEAGUE budget training and performanceevaluations. Systematically, TT receives 1) bi-annual fiscaland program audits from the THECB (Figure 7.6I); 2)annual audits from the DCCCD Board-approved externalaudit firm (Figure 7.6G); 3) annual audits from the Board’sinternal auditor (Figure 7.6F); and 4) audits as requested byTT, such as when personnel vacate key fiduciary positions.In addition, various accrediting agencies hold periodicaudits to protect the interests of their stakeholder groups. Allthese audit approaches are hierarchically independent of TT.Published operations, selection, and disclosure policies forBoard members maintain transparency for stakeholders.Adherence to various federal, state, and DCCCD BoardEEO and Affirmative Action regulations and RLCguidelines and policies ensure we protect the interests of ourstakeholder groups.Reviews of organizational performance at all levels providetransparency to employees. RLC procedures requiretransparency by division of responsibility among multiplepeople to ensure controls (such as signature authorizationbeing separated from system review responsibility).1.2a(2) Performance of senior leadersGiven DCCCD Board governance structure, RLC is notdirectly involved in Board evaluation; however, our CEOprovides formal feedback to the Chancellor regardingrelative effectiveness of Board actions/behaviors as theyaffect RLC. In addition, our CEO provides formativeevaluation of Board actions from RLC’s perspective in1 - Leadershipmonthly sessions with the Chancellor, who uses thisfeedback to improve Board effectiveness.To improve their own performance and the performance ofthe college as a whole, TT members use the results oforganization reviews, including internal and externalstakeholder feedback surveys, focus groups, and othercommunications. Employees bi-annually evaluate seniorleaders and supervisors via the Organizational ClimateSurvey. Leaders meet with appropriate individuals andgroups to understand issues and opportunities. Identifyingroot causes, they begin improvements to approaches,processes, structures, and behaviors, and engage in relevantprofessional development. Cycles of improvement includeactions taken during the establishment of the SACS pilot,QEP processes that required iterations with internalstakeholders and resulted in changed leadership approaches,organizational processes, and roles of TT members. Anotherexample stems from findings of a seven-year experiment ofapproaches to instructional staffing using administration,faculty, and PSS that also resulted in establishing the CTLand CCB as part of the leadership system.Our CEO aided Datatel, CQIN, and a THECB consortium indeveloping leadership development curricula in qualityimprovement. He engaged RLC leaders in these newmaterials as methods for improving our leadership system.1.2b Legal and Ethical behavior1.2b(1) Address impacts on societyWe endeavor to exceed expectations of stakeholders thathold RLC accountable (local, state, federal, accrediting,legal, and regulatory agencies) to ensure high ethicalpractices and the short- and long-term health and safety ofstudents and employees. Key personnel monitor impacts onsociety that result from our operations. Figure P.1A showsour identified impacts, the practices to address them, themeasures, and our expectations for each. We set targets foreach area through our KPI review system that exceedexternal expectations and promote continuous improvement.TT and RLC Police, Health Center, Financial Services,Facilities Services, ES, and Safety Office consult with theDCCCD legal counsel and RMO. They are primarilyresponsible for leading safety, regulatory, and legalprograms that lessen risks associated with our operationsand follow DCCCD policies that ensure legal compliance.After each review/audit, TT ensures corrective actions areaddressed through PDCA/ADLI process action plans andthey are subsequently reevaluated. We investigate safetyand security violations extensively to determine root causeand to design and communicate prevention strategies.TT members work closely with external groups that remainabreast of public concerns, such as Chambers of Commerce,4

Richland CollegeTeaching, Learning, Community BuildingMBTC, TACC, TSTA, and AACC. They share these inputswith the CEDC that performs ongoing environmentalscanning, including information focus groups, surveys,advisory committees, and community hearings. This alertsus to such public concerns as technological risks, publicsafety education, and environmental sustainability.Systematic CEDC scans began in 1998 as a cycle ofimprovement over prior random efforts. To prepareproactively for these concerns, we have implementednew/revised facilities/program planning, such as thatlaunched by the CIP (2002) and the WRDC (2004). Ouractive involvement with SACS in shaping new accreditationstandards helps us prepare proactively for their concerns.We use resource-sustaining processes to find new revenuestreams (such as from the proposed charter high school). Wealso use them to maintain adequate fund balances andoperational reserves at District and RLC levels in annualoperational/strategic planning/budgeting cycles. Thisenables us to hedge against sudden declines in existingrevenues or unanticipated major expenses.1.2b(2) Ethical behaviorAs described in 1.1a (2), our very culture is built on a strongsense of ethics and care for the individual, shown in ourValues. Ethical practices in all student/stakeholderinteractions, including those with partners/suppliers, areaccomplished through proactive education and correctiveenforcement of our policies. These policies include theStudent Code of Conduct and Academic Honesty Statement,the Code of Ethical Conduct, Affirmative Action, andvendor selection processes. They are facilitated throughprofessional development and monitoring systems related to1) standards/risk management, 2) ethical handling of publicfunds, 3) public disclosure, conflict of interest, sexualharassment prevention and reporting, 4) interculturalcompetence, 5) copyright law compliance, and 6) use oftechnology. Figure P.1A shows key practices, measures, andexpectations for ethics and equity that allow us to monitorethical behavior. Regular internal audits provide furthersupport, and our policies clearly define consequences forbreaching ethical behaviors.Processes to monitor ethical behavior have resulted in suchimprovements as development of the Control SelfassessmentInventory (2001-03) (Figure 7.6C) to evaluateand educate employees on key governance issues andmonitoring/developing training related to results. Similarly,we developed on-line FERPA training for all employees in2003 (Figure 7.4G). RLC defines partner/supplier ethicalbehavior expectations and monitors and assessescompliance in its annual “report card” process.1.2c Support of Key CommunitiesTT has charged the CEDC with identifying “communitybuilding”mission-appropriate areas of community concern.1 - LeadershipRLC focuses its community support efforts on two keycommunities: 1) under-prepared students (especiallyHispanic and other English language-deficient groups), and2) environmentally challenged communities (especiallytransportation and sustainable public spaces and facilities).To address the first key community, RLC has joined withsuch agencies as LULAC, the Dallas Adult LiteracyCouncil, the Dallas Metroplex Homeless Alliance (DMHA),The Family Place, and the Dallas Peace Center to providecommunity education services. RLC faculty, staff, andstudents volunteer their services through Service Learningand Conversation Partners. We also offer ESOL proficiencyand adult literacy/GED training, and basic job skillsassessment and training. In addition, we strive to obtainrelated grant funds, such as 1) a multi-college FIPSEplanning grant for Hispanic family education (obtained2003) and 2) preparation for an RLC-DMHA multi-agency,five-year grant proposal to address homeless needs withHUD (for 2005).To address the second key community, RLC has workedwith DART to encourage public transit with three campusDART stops and two special needs pick-up/drop-off points,and with discounted DART pass rates for students andemployees (2002). Our partnership with TXU and DTPFcreated the nation’s largest volunteer urban tree farm onRLC’s campus (2001). This helps to re-“green” theMetroplex and provides community/K-12 sustainabilityeducation, further augmented by RLC’s hosting theSustainable Dallas Conference (2001, 2002, 2003). RLCdeveloped its state-recognized xeriscaping communitydemonstration garden (2000) and its water conservationdemonstration site for recycling creek water run-off intogrounds irrigation (2001). In addition, RLC’s men’s roomsretrofit with “water-free” urinals (2004-2007) will save anestimated 14 million gallons of water per year. Its newest70,000 square foot building was designed with “green”principles. We are selecting architects to design “green”renovations to older buildings and design our new 120,000sq. ft. science building. This new building willaccommodate additional sustainable environmentcomponents in its science and horticulture curricula,available both to its students and the community-at-large.RLC’s across-the-curriculum Service Learning programsends students into 68 community organizations that supportthese and related communities as part of their “communitybuilding”learning. Senior leaders participate on elevenchamber of commerce boards (four ethnic, twointernational). TT and other faculty and staff serve onboards or committees and volunteer service hours withvarious agencies, including Dallas Peace Center,Sustainable Dallas, Dallas Metroplex Homeless Alliance,and The Family Place.5

Richland CollegeTeaching, Learning, Community Building2 - Strategic PlanningStart HereAugust- Update 5-year Strategic Plan and 1-year Operational Working Plan- Formalize QEP Focus for coming yearJune - July- Board of Trustees budget work session- Staff Progress DiscussionsSeptember- Board of Trustees formally adopts budget- Finalize KPIs, Measures, and Targets- Publish & implement updated Strategic & 1-year Operational Working Plans-Align Individual and Departmental Plans to updates-Deploy QEP FocusAprilOctober – November- Begin Operational and Budget planning- EOY results received and analyzedfor next cycleMay- Operational plan modified based on EOY results- Finalize and submit OperationalFebruary - MarchPlan/Budget Request for next cycle- Mid-year ReviewGreen circles denote monthlyKPI/QEP reviewsDecember- Publish official, updated 1-yearOperational Plan and EOY reportJanuary- College/Departmental/Individuals update plansFigure 2.1A – Strategic/Operational Planning Processbased on official Operational Plan2.1 Strategy DevelopmentOur strategic planning approach identifies our focus anddirection for the future. Figure 2.1A represents the processand timeline of this planning process. We use the Mobiusstrip, portrayed in this figure, to illustrate the seamlessconnection between our inner organizational work ofmonitoring progress in monthly KPI/QEP reviews and ouroutward achievement of strategic planning milestones. Wecontinue to improve our planning process through multiplecycles of improvement. We call these cycles ofimprovement PDCA/ADLI. Before 1998, we had noconsistent mechanism for linking budgeting to actionplanning, and our key findings were not always ourpriorities. However, with the advent of SPPs in 1999, KPIsin 2000, annual strategic planning retreats and monthly KPIreviews in 2001, senior leaders continue to improve theapproach in annual PDCA/ADLI reviews.In 2004, to create more relevant target recommendations forKPIs, TT assigned pre-work to the annual retreatparticipants. We also modified a number of measures toinclude more refined data segmentation and actions for keytarget subgroups. Based on widespread college input, TTcompleted a substantive update of the college vision,mission, and values statements in the 2004 cycle. This year,our improvements focus on benchmarking initiatives.2.1a Strategy Development Process2.1a(1) Overall strategic planning processThroughout the year, senior leaders review informationabout internal and external environmental issues [2.1a(2)].This ensures all key stakeholders provide input we use instrategic planning. From this information, the TT framestheir perceptions of the “future state” of the college, whichthen drives annual strategic planning.Prior to strategic planning, senior leaders review contextualinformation to understand key issues associated with theirassigned KPI measures. Part of their pre-work is to reviewthe DCCCD plan and strategic priority areas and verifyalignment to this governing plan. The first step of theplanning activity occurs in August when the TT updates ourfive-year strategic plan. This leads to development of thecoming year’s Operational Plan. The longer-term planninghorizon is a five-year plan that chronicles sustained activityon major initiatives. It also coincides with the capitalfunding plan, the DCCCD planning cycle, and developmentof institutional priorities. The short-term planning timehorizon is one year. Our input includes preliminary resultsfrom the previous year’s measures, internal and externalscans, gap analyses, and our recommended operationalbudget. TT also formalizes the QEP focus for the comingyear, based upon its alignment to organizational strategy.6

Richland CollegeTeaching, Learning, Community BuildingTT reviews each KPI annually and revises as necessary. Weclarify each KPI’s definition, assure the data are accessible,and verify that our measures reflect organizationalperformance. TT finalizes the KPIs and measures inSeptember and sets short-term one-, three-, and longer-termfive-year targets. TT considers all measures as“Operational,” that is, useful to determine the performancelevel of the organization. TT designates certain KPImeasures as “strategic” in that they support organizationalstrategies. First we update the KPI measures and thenreview our performance in these areas. We also compare ourperformance to similar organizations (see 2.2b). This is howwe set goals for continuous and breakthrough improvement.We deploy our directions, strategic priorities, andinstitutional KPIs and QEP focus at our AugustConvocation. These are the key drivers for college-wideplanning and resource allocation. In September, after theDCCCD Board of Trustees formally adopts our annualbudget, the TT incorporates any budget modifications andpublishes the updated Strategic Plan and the currentOperational Plan. Also during September, the TT launchesthe QEP focus to employees. During the first quarter of theacademic year, employees develop IAPs and PD plans tosupport these directions.During October and November, we receive and analyze theofficial EOY results. From this, the TT adjusts theOperational Plan as appropriate to reflect the official EOYfindings. During December, we publish the official EOYreport and any modified Operational Plans for college-wideuse and implementation. During January, the college,departments, and individuals adjust their plans, based onEOY results and any anticipated changes to year-end.In February and March, TT conducts a mid-year review ofFY05-06 Operational Plan implementation and reviewsenvironmental scan results. Based on those findings, theyissue the Operational Planning/Budgeting Guidelines todepartment leaders who begin next year’s action plan andbudget requests. The VP councils review these requestsduring April. In May, the expanded TT reviews the VPs’areas and college-wide proposals and requests. Then, theyfinalize the Operational Plan/Budget Request. The CEOsubmits the budget to the Board during summer planningand budgeting sessions. In June and July, the CEO and theBoard finalize funding and operational plan approaches. Thebudgeting and planning cycles are Sept. 1 thru Aug 31.We work with the DCCCD to plan for longer-term capitalexpenditures for facilities and infrastructure. DCCCDmaintains a comprehensive ten-year facilities plan (asapproved by the Board of Trustees) for building andrenovating facilities. As we prepare for the annual springplanning sessions with the Chancellor’s Cabinet, we identifyour future facility needs. Our requests and those from our2 - Strategic Planningsix sister colleges comprise the composite proposal for theBoard’s budget planning sessions.2.1a(2) Planning addresses key factorsStrategic planning is an institution-wide behavior, using theSPPs and KPIs to guide action planning at all levels. A keyorganizational strength is gathering and using informationfrom students, stakeholders, and internal and external scansto identify strengths, weaknesses, opportunities, and threats.TT uses these planning inputs, shown in Figure 2.1B, tounderstand the environment through a SWOT analysis. Weuse this knowledge to design programs, plan strategies tobalance stakeholder and taxpayer demands, and understandchanging needs and abilities of faculty, staff, students, andstakeholders. We balance these needs with the traditions ofacademic freedom, intellectual exploration, and ourcommitment to giving students various opportunities so theycan develop their own beliefs and values. Figure 2.1Bindicates current and proactive recognition of importantfactors, including educational reform, shifts in technology,student/community demographics, markets, competition,and regulatory issues. This information allows us to identifyemerging opportunities and challenges that support two ofour principal success factors: flexibility and responsiveness.Through the DCCCD Business Continuity Program, weaddress organizational sustainability and continuity relativeto emergencies. We have guidelines for recovering timesensitivefunctions in the event of a disruption, such asdamage to the campus, a major computer system failure, ora significant area disruption. These guidelines includeprocedures for communications and back-up of vitaldocuments and PC hard drives. We review the planannually. In addition, our Emergency Response Plan,described in 6.2b(2), includes regular drills and training toensure organizational continuity in the event of a disaster.In executing our strategic plan, we consider allocation ofrequired resources by using a systematically definedbudgeting process [6.2b(1)] and prioritizing actions thatevolve from planning for funding. We derive these actionsfrom our four SPP goals and the measures and targets thatcomprise our KPIs. We monitor the plan monthly inKPI/QEP reviews. This enables us to respond with agility toany needed shifts or mid-course corrections.2.1b Strategic Objectives2.1b(1) Short- and longer-term objectivesOur strategic objectives or SPP goals are:• Identify and meet community educational needs• Enable all students to succeed• Enable all employees to succeed• Improve efficiency and effectiveness of college programsand operationsFigure 2.2A shows the timetable for accomplishing theseSPP goals and the KPIs, measures, and targets for each.7

Key FactorEducational ReformStudent & StakeholderneedsStudent & CommunityDemographicsRichland CollegeTeaching, Learning, Community BuildingCompetitive and MarketEnvironmentsTechnology andInnovationsHR and other needsRegulatory environmentCapability to assessstudent learningFinancial and other risksand changes in theEconomyPartners and suppliersSources− SACS, THECB, Consortia such as LICC− Sources identified in Figure 3.1A− Info from CEDC/WRDC review*− Census and industry information− Info from CEDC/WRDC review*− Survey comparative results (e.g., NLSSI)− Enrollment and Market share− Competitive rankings in academics and athletics− DCCCD and industry publications and meetings− Info from CEDC/WRDC review*− CS identified from companies to prepare programs− Info from vendors and industry publications− Info from CEDC/WRDC review*− HR KPI indicator results (Figure 2.2A)− Measures of risk compliance (Figure 1.2A)− CEDC scanning described in 1.2b(1) - various inputs− KPI performance for student performance (Figure 2.2A)− QEP assessments of student learning outcomes− Past student testimonials (informal)− Info from CEDC/WRDC review*− Risks reviewed through committees including depts, CEDC,WRDC, TT, adv. committees, DCCCD, and other councils− Info from CEDC/WRDC review*− Info from CEDC/WRDC review*− Supplier and partner report cards*CEDC and WRDC review programs and opportunities monthly. They review and track input fromemployees and employers; chambers; community groups; vendors; local workforce developmentboard; state and federal agencies; partners in local schools; and other colleges and universities.Figure 2.1B – Types and Sources of Input into Strategic Planning2.1b(2) Objectives address challengesAs part of the strategic planning process, we align our SPPgoals to address our key strategic challenges, as described inP.2b. TT also evaluates SPPs to ensure we address all keystakeholders’ needs (Figure 2.2A).Our strategic objectives balance both short- and longer-termchallenges and opportunities. To this end, we incorporatethis information into our planning: student and stakeholderneeds, changing service area demography, economic factors,etc. This information helps TT make decisions based onimportance and impact. Because we are better focused onhigh importance, high impact areas, our decision matrixyields fewer strategic objectives as our cycles mature.Our strategic objectives honor students’ and stakeholders’needs. We accomplish this through our extensive listeningand-learningapproaches [3.1a(2)] and through segmentationof performance results by target groups. This, in turn, lets usbetter focus our improvement efforts (7.1, 7.2, 7.4, and 7.6).2 - Strategic PlanningKPIs, and measures throughoutthe entire workforce to ensurecollege-wide alignment.2.2a Action Plan developmentand deployment2.2a(1) Develop and deployaction plansTT deploys directions startingwith Convocation held the weekbefore classes begin [1.1a(1)]. OnThursday evening, full- and parttimefaculty attend a facultyorientedprofessional developmentmeeting to receive directions.Then they attend departmentalmeetings to develop a commonunderstanding of how to support1) student success and 2)assessment of student-learningoutcomes (QEPs). On Fridaymorning, all full-time employeesattend a session led by our CEO topresent the college’s annualpriorities and emphases. After thislarge group session, departmentsmeet to discuss implementingplans for the academic year andbegin planning for the next year.Planning timelines differ amongworkgroups. Instructionalpersonnel plan on a semesterbasedcalendar and focus on teaching and learningresponsibilities directed by institutional priorities. Under theSACS criteria, faculty develop assessment plans to advanceour emphasis: assessment of student-learning outcomes.For QEP, faculty teams identify three to five key studentlearningoutcomes and then determine assessment meansand success criteria for each of those outcomes. Facultyassessed these outcomes in spring 2005 and will analyze theresults and implement improvements in curriculum orinstructional approaches in fall 2005. For QEP, educationaland administrative support staffs assess at least two of theservices they offer with a goal of promoting student success.In addition, administrators, president’s support staff, and theacademic divisions’ secretarial QEP team implement orimprove two processes, using the PIIP to document theiractivities. QEP teams meet regularly to review progress anddiscuss strategies for assessing student success. Their goal isto collect data that informs them as they strive to improvestudent learning or the services they offer.2.2 Strategy DeploymentOrganizational, departmental, individual action plans, andQEPs cascade from the SPPs, organizational objectives/In November, QEP teams submitted their plans for reviewto the Quality Assurance Committee (QAC), a group of 12employees (nine faculty, two administrators, and one staff).8

Richland CollegeTeaching, Learning, Community BuildingThe QAC considered the completeness of the plans andraised any questions their colleagues might need to considerto ensure success with this project. QEP teams developedthe means of assessment during spring semester 2005.Faculty assessed their selected students near or at the end ofthe semester. Administrative and educational supportservices QEP teams completed their assessments in March.At the end of the spring semester, employees determinedwhat they will assess next year (2005-06). By October,faculty will have completed assessment of current studentlearning outcomes, analyzed the results, and implementedimprovements. We will post the completed reports to theQEP website, available to other team members and teams.QEP and departmental action plans may include human,financial, and other resource requirements and professionaldevelopment, which are transmitted to the reporting VP.Faculty incorporate these plans into IAPs to align them tothe strategic plan of the organization. The QEPs and theseplans are the basis for annual budgeting in each area.Student and institutional support services plan on an annualcalendar, starting in fall, to have goals and objectives withresource requirements completed by May for the annualbudgeting process. These personnel meet regularly to focuson customer service and review pertinent KPI data.Departments update activities throughout the fall, settingand reviewing their own KPIs and QEPs, building plans forthe next year, and linking with other workgroups. All fulltimeemployees create plans keyed to strategic priorities:IAPs (faculty) and PD goals/ priorities (administrators andsupport staff). These plans support departmental actionplans aligned to organizational actions and KPIs. In spring,the faculty propose plans for the following academic year.By early May, action plans move up from departments toVPs. TT members present their resource requirements forreview and approval. Simultaneously, Financial Servicesand budget managers build a base budget reflecting needs.During budget sessions, the Budget and Planning Teamidentifies available resources, weighed against prioritybudget requests, and determines which requests to approvein finalizing the next cycle budget to propose to the Board.To ensure sustainability of key changes that result from ouraction plans, we include in the plan a request for resourcesfor a defined follow-up period. TT reviews action plansregularly until sustainability is assured. We systematicallyincorporate the new processes into institutional operationalmemoranda to ensure we sustain the change.2.2a(2) Modified Action PlansUsing our monthly KPI reviews and environmentalscanning feedback, TT can recognize circumstances thatmay require a shift in current plans or rapid execution ofnew plans. Action plan reviews and real-time class-schedule2 - Strategic Planninganalysis involve key owners, who can rapidly deploychanges. If we need a new action plan, the respective VPcommunicates with the appropriate department(s) to initiateone. The VP reports the status at the next TT/KPI meeting.2.2a(3) Key action plansOur strategies are long-term (5-year) organizational actionplans, supported by descriptions that provide direction andmeasures that provide scope. We incorporate the strategiesin our action plans, which outline specific activities relatedto changes in 1) offerings for target student segments andstakeholders, and 2) operations. Figure 2.2A describes thesekey action plans by SPP, organizational objectives (i.e.,Strategies), and associated measures and targets. A subset ofthese plans focuses on assessment of student learningoutcomes and assessment of services through systematicactivities. In addition, these activities support ourinstitutional QEP priority for our accreditation process.2.2a(4) Key human resource plansWe identify human resources requirements in completingaction plans that address the “Enable all employees tosucceed” priority. We want to assure alignment of humanresource activities with our SPP. These plans address issuesof recruitment, technological competency, professionaldevelopment, safety and health, diversity, and satisfaction.2.2a(5) Key performance measuresDepartments identify key performance measures through thecascading KPI process. Institutional KPIs measure progressto the SPPs and organizational strategies (Figure 2.2A).Departments establish and track KPIs to support theseinstitution-level measures. Our focus on SPPs, strategies,and measures ensures we address stakeholders’ needs. RLCholds leadership and employees accountable to the tieredachievement of these strategically identified objectivesthrough regular performance reviews, as in Figure 4.1B.2.2b Performance ProjectionFigure 2.2A shows performance projections for StrategicKPIs for one-, three- and five-year timeframes, i.e., ourtargets. We base them on prior performance, projection ofperformance, environmental scans, and comparisons tosimilar DCCCD and other “best in class” U.S. colleges.Comparisons are primarily available in financial measures,retention, employee satisfaction, and student and employer/receiving institution satisfaction. We show these measures,trends, comparisons, and goals in Category 7 references.When we identify gaps in our performance relative tocompetitors or comparable institutions, we conduct furtheranalysis to learn what other institutions do that may adapt toour setting. We implement improvements through PIIP(Figure 6.1D). When need for a program area changes andenrollment cannot be sustained, we discontinue offeringsand redeploy those resources to high demand areas. Figure7.3A illustrates our abilities to reinvent ourselves to meet theneeds of our service area.9

Richland CollegeTeaching, Learning, Community Building2 - Strategic PlanningSPP Strategic Organizational Objectives/Key ActionsIdentify andmeetcommunityeducationalStrategicKPI Measures2004/05 2007/08 2009/10 FigureInitiate proactive community relationship building3 APs – Contact hours from dual credit and tech prep 1.1.1 95,000 325,000 500,000 7.2FConduct open, regular comm. with service area stakeholders2 APs – % service area HS grads within 1 year enrolled as credit students% service area market enrolled as studentsneeds Increase enrollment in service area of underserved populations2 APs - % service area underserved population enrolled (AfricanAmerican, Hispanic, and Asian segments)Enable allstudents tosucceedMonitor and improve student success12 APs – %“C” or better in all credit classes% students in cohort who meet intended goal or are still enrolledcumulative # students completing core curriculumMonitor and improve success for target student groups11 APs - %“C” or better in all credit classes by target segments% students in cohort who met intended goal or are still enrolledcumulative # students completing core curriculum (segments)1.2.11.2.225.00%5.50%26.00%5.75%27.00%6.00%7.3I,7.3J1.3.1 7.00% 7.30% 7.60% 7.2I7.3J2.1.12.1.52.1.82.2.12.2.52.2.870.00%48.00%1,64566.00%45.00%50073.00%50.00%2,39568.00%47.00%80075.00%52.00%3,39570.00%50.00%1,0007.1A,B7.1A,C,D,G7.1D7.1A,C,D7.1A,C,D,G7.1DProvide proactive student services to address student learning needs4 APs – Overall satisfaction with student services to support learning 2.3.1 5.60 5.65 5.70 7.5C,DEnable allemployees tosucceedImproveefficiency andeffectivenessof collegeprograms andoperationsProvide comprehensive prof development for all employee groups4 APs – % new ft instructors completing VOE programCumulative % ft instructors & OWT completing CooperativeLearning StrategiesCumulative % adjuncts participating in VOE, CooperativeLearning, or QEPProactively manage turnover and diversify the workforce2 APs – % employee turnover rate (segments)Employee diversity matches Dallas County as % of target (submeasures)Remain fiscally responsible and sound7 APs – New grant dollars received in current year$ amount of grants submitted in current year# reimbursable contact hours (sub-measures)Meet and exceed internal and external standards/requirements6 APs – % compliance with external requirements (sub-measures)% compliance with internal requirements (sub-measures)3.3.23.2.33.3.43.4.13.4.24.1.14.1.24.1.64.2.14.2.4100 %85.00%30.00%8.00%90.00%$3M$4M6,283K100%100%100%90.00%35.00%10.00%90%$4M$5.3M6,615K100%100%Figure 2.2A – Summary of Key Long-Term (5 year) Strategies and Short-Term (1 year) Action Plans100%95.00%40.00%12.00%90%$6M$8M6,848K100%100%7.4F7.4F7.4F7.4A,B7.6A7.3GNew7.3A,B7.6C,F,G,J7.5I10

Richland CollegeTeaching, Learning, Community Building3.1 Student, Stakeholder, and Market KnowledgeTo ensure focus on our student and stakeholder needs, wetarget two strategic planning priorities. First, “Identify andmeet community educational needs” assures a balancebetween varying stakeholders’ needs and our targetedinteractions. Second, “Enable all students to succeed”focuses on our primary mission of offering programs andservices that enable students to achieve their educationalgoals, become life-long learners, community builders, andglobal citizens. Figure 1.1A shows our organizationalstructure and alignment to stakeholder groups. This ensureswe have incorporated students and stakeholders into theoperations and decision-making of the organization.3.1a Student, Stakeholder, and Market Knowledge3.1a(1) Determination of target segments/marketsGuidelines established by the state of Texas and the DCCCDdetermine our broad market base. Next, we use data andinformation from various student and stakeholder groups toidentify our specific student and market segments.Hierarchically speaking, the state of Texas outlines oureducational goals and responsibilities as a communitycollege. Thus, we assure that any adult can enroll, expresseducational goals, be assessed, and expect help to reachthose goals. Then, within this large direction, the DCCCDBoard, who establishes our primary service area, defines ourgeographic market segment as northeast Dallas, Richardson,and Garland, Texas. To receive federal money from the DOEfor providing financial aid to students, we must beaccredited. This means we must meet the requirements of thestate and SACS for providing core curriculum and degreesthat transfer to other Texas colleges and universities.To further define student and market segments, we havevarious ways of exploring and analyzing our communities’needs and shifts as described in 2.1a(2). Through thisanalysis, we determine our focus to be two broad studentsegments defined by programmatic areas that provide thegreatest service to our community: 1) transfer educationand 2) technical programs/job skills for workforcedevelopment. The decline in the Telecom Corridor®following the technology bubble burst and the associatedeconomic recession further reinforced our focus on transfereducation (Figure 7.3A).We further segment students we serve with these programsfor purposes of identifying common needs for programmaticdesign and services. To this end, we perform targetedmarketing to create awareness within selectedmarkets and evaluate satisfaction betweensegments. Figures P.1C and P.1D and P.1b(3)describe four target market segments,stakeholder groups, suppliers and partners, andthe requirements of each group. P.1b(2)describes how leaders use other segmentations,such as age, gender, and ethnic diversity, foranalysis, marketing, and program design.3 - Student, Stakeholder, and Market FocusIn addition to these two primary student segments, we alsosegment by other commonalities for focused attention. TTdetermines and finalizes these segments during the strategicplanning process by analyzing inputs from listening andlearning processes related to students and stakeholder needs(Figure 3.1A). TT uses both formal and informal methods todetermine if we need to alter our segmentations. Based uponthe strategic planning priority “Enable allstudents to succeed,” we target specific studentpopulations for recruitment and offer uniqueprograms and services to meet their needs. Weidentify one of these segments, the growingHispanic/Latino population, as a key strategicchallenge (P.2b and Figure P.2A). We employtargeted initiatives to recruit and retain thesestudents. Figure 3.1A shows the listening-andlearningapproaches for each targeted segment.We target potential students through our involvement withhigh school students in recruitment, special programs, andgrants. Program developers include students of othereducational providers in our service area or within theDCCCD when they design specific courses through focusgroups, special discussions, and formal articulationagreements. By offering programs for our target markets,we succeed in recruiting and retaining the students we canserve best. We target our May term, winter term, andsummer offerings to attract reverse transfer students, whoare home from four-year institutions during these times. Inaddition, DCCCD encourages its colleges to createtechnical-occupational/job skills programs for workforcedevelopment to meet community and employer needs for askilled workforce. To this end, we conduct environmentalscanning and create focus groups. After we determinestakeholder needs and requirements, we take steps to havethese tech-occ programs approved and established. Once ourprograms are in place, we learn from the advisory groupsthat work with us in these areas. They help us stay in touchwith student and stakeholder needs and remain current andproactive in our offerings. Our tech-occ programs includehorticulture; engineering technology; semiconductormanufacturing; multi-media; travel, exposition, and meetingmanagement; educational personnel; computer informationtechnology; and others (Figure 7.1H).3.1a(2) Listen and LearnFigure 3.1A shows the various systematic methods we havefor communicating with our students and stakeholders. Welisten and learn their key requirements, expectations, andservice features, to understand their expectations. Forinstance, student-satisfaction surveys provide significantinformation about the relative importance of services andprograms (Figure 7.2A) and specific student segments(Figure 7.2B). We learn about students’ needs in otherways. For example, SPAR and Emeritus both offer variouscultural, social, and educational programs. At each event,they survey student satisfaction and ask students about their11

Richland CollegeTeaching, Learning, Community Buildinginterest and needs. In addition, our Career Placement Centertracks student employment success and shares thisinformation with the appropriate groups. This enablesfaculty to make meaningful changes in curriculum orapproaches. We use program-development surveys toidentify student interest in new programs, offerings, and3 - Student, Stakeholder, and Market FocusStudentsListen and Learnby program area:All:T ─ Transfer• Student Satisfaction Surveys (Figures 7.2A, B, C)T/JS ─ Technical/Job Skills • Student Focus Groups• Personal contacts through e-mail, phone or inpersonsuch a degree planning• Student Government Assn. and student activities• Course evaluations (Figure 7.5A)• Graduate exit survey• Stud. involvement on councils, PCAB, adv. comm.• CEDC and other committee scanning [2.1a(2)]• TT Listening Outpost• Complaints (Figure 7.2L)by target market segments: • KPI data analysis for course and facility utilization,HSG ─ Recent high schoolpersistence, complaints, and grade successgraduatesRecent HS graduates - College Fairs and Job FairsHS ─ Current high school Current high school students – Open house activities,studentsdual-credit and high school programs (7.2F)A ─ Older AdultsOlder Adults - Community senior programsL ─ Underserved Hispanic/ Underserved students – Targeted community outreach,Latino Population Adelante, Los Patos Listos, and Rising Starscholarship activitiesStakeholders / Partners Listen and Learn• Board of Trustee meetings and work sessions,G – Governing/Accreditingpublished policies and directivesgroups representing• Stated guidelines, web pages, informativetaxpayers (DCCCD Board,documents and seminarsTHECB, SACS)• Community forums, hearings, events, elections• Partnership activities, specified meetings betweenour dual-credit staff and HS guidance counselorsand teachers (and local home school orgs.), twoS – Other Schools (K-12,annual meetings with assistant superintendents touniversities)review Upward Bound program progress• Articulation agreements, college fairs,interpersonal contacts, review of success in transfer• Advisory committees, surveys, personal contacts• CE and CE division contacts identify future needsE - Employers (of student • Partnerships with workforce agenciescompleters)• Job fairs• Chambers of Commerce, boards, committees• Leadership Garland and Leadership RichardsonF - Faculty/Staff See Figure 1.1CSuppliersListen and LearnSU - Bookstore, copier supplies, • Supplier agreements/contractscomputer hw/sw, custodial, • Meetings, e-mail, interpersonal contactsfood service• ScorecardFigure 3.1A – Key Listening and Learning by Segmentservices. We validate relativeimportance informally throughfeedback from other listeningand-learningmethods.In addition to these collegewideapproaches to listeningand learning, many studentsupport areas provide point-ofservicesurveys to gatheractionable information toimprove their approaches(Figure 7.5D). These groups useresults to modify services,develop programs, and provideinput during the budget process.We seek to understand currentand future student needs byregularly evaluating thechanging demographics of ourservice area [2.1a(1)]. Thisinformation helps us understandlearning needs, time availability,and special challenges. Otherinformation shown in Figure3.1A, such as utilization,persistence, and complaints,supports the assessment andpriority of student needs. Wehelp prepare students for thefuture because we understandthe changing environment theywill enter. One vital source offeedback comes from the focusgroups we conduct with formerstudents. We rely on theircomments about their RLCexperience, and we also usethem as another source ofinformation concerning theneeds of future students. Ourunderstanding results from ourstrong involvement withcitizens, community groups, andeducational organizations intracking and influencingregulatory requirements.We regularly share informationand data gathered from thesevarious approaches with leadership, councils, divisions,faculty, and academic advisors. Leaders use the results tobecome more student and stakeholder focused and to bettersatisfy student and stakeholder needs. We use these inputsto set direction, improve programs and services, anddevelop initiatives, including the processes in 6.1 and 6.2.12

Richland CollegeTeaching, Learning, Community BuildingThe CEDC, comprised of representative VPs and keytechnical program staff, concentrates on information aboutemerging program needs. From this group and the WRDC,staff develop technical programs that anticipate futurestudent-learning needs and expectations. RSTC, CE, and CSstaffs gather information to 1) identify employment skillslocal employers demand and 2) balance this informationwith the special learning needs of the unemployed andunder-employed student and potential student base.As appropriate, we also use the results from these listeningmechanisms to develop relevant KPIs and action plans. Weevaluate these action plans at mid-year and year-end. TheTT reviews student survey results to identify areas needingattention. We assign a leader to work with a team to createaction plans for improvement and to track issues through tocompletion. Student involvement on councils and advisorygroups allows us to identify needs and issues so we canadapt rapidly to their changing expectations. The leadersresponsible for those councils and advisory groups presentthese issues to TT. For example, studentleaders meet with TT on a scheduled basis,and the SGA shares their needs and concernsmonthly with the VPSD who then reports tothe TT. Students are also represented on theCTL, CCB, and PCAB. These varied listeningand-learningapproaches provide informationfor us to become more student and stakeholderfocused and to better satisfy their needs.3.1a(3) Keep listening and learning methods currentTo ensure we determine student and stakeholder needs andexpectations accurately amidst changing times andtechnologies, we involve college employees with allsegments of those populations. We have a diverse facultyand staff that more nearly represents the demographics ofour service area. We want our diverse student population tofeel included and have easy rapport with our employees.This encourages open communications and helps buildmeaningful relationships between students and staff. Weregularly evaluate our strategic plan and makeimprovements as identified by benchmarking and bylearning from our stakeholders’ suggestions. As part of theannual strategic planning activity, the TT reviews listeningand learning instruments and methods for currency,relevancy, and clarity. Participation in the TAPE andBaldrige programs provides regular assessment ofapproaches. Evaluation of KPIs also measures theeffectiveness of our listening and learning approachesthrough accuracy in accomplishing our goals. Ourparticipation in benchmarking groups like CCSSE,Vanguard, and NCCBP ensures our methods are current.In turn, this allows us to learn new techniques andapproaches for listening and learning. Then, as we identifyareas for improvement, we make adjustments through actionplans or PIIP efforts.3 - Student, Stakeholder, and Market FocusExamples of cycles of improvement in listening-andlearningmethods include 1) implementation of theCommunications Management System to communicateelectronically with students; 2) development of a complaintmanagement tracking system; and 3) targeted recruitmentinitiatives (Adelante and Los Patos Listos) for key underservedmarkets such as Hispanic/Latinos.3.2 Student & Stakeholder Relationships & SatisfactionDeveloping student and stakeholder relationships is a corecompetency for Richland employees. We developmeaningful, caring relationships consistent with our corevalues because this approach best accomplishes our missionand our work.3.2a Student and Stakeholder Relationships3.2a(1) Build relationshipsWe build relationships with students and stakeholdersthrough four general approaches: 1) ongoing meetings orinteractions (Figure 3.1A); 2) special programs and services;3) e-mail, newsletters, and correspondence; and 4) jointactivities. We designed these approaches to attract students,retain them, enhance their performance, meet theirexpectations for learning, and satisfy their needs. As wemeet their needs, they, in turn, provide positive referrals byword of mouth and through their community participation.Feeder, Potential Students, University Transfer Schools:Through partnerships and targeted activities with our ISDs,home schoolers, and upstream universities, we meet andinform students and their parents and school and universitypersonnel about opportunities RLC offers. We strive todevelop lifelong relationships with these groups.Special programs and services:• College staff outreach programs for high schools, suchas financial aid workshops and application assistance• Various programs for students, such as UpwardBound, Rising Star, Adelante, and others• Annual RISD College Fair hosted for the past sevenyears by RLC with more than 120 US colleges andattendance by more than 6,000 high school studentsJoint activities:• CEO and VPs participate on local school district teamsand task forces• College leaders serve on advisory committeesof universitiesEmployers, Businesses, & Community: Ourrelationships, visibility, and leadership in servingarea employers, businesses, and the communityenable us to contribute to our constituents’ successand growth as we maintain a strong reputation as anactive, ethical, engaged organization.Special programs and services:• Success in partnering with workforce agencies toprovide grants for employee training to businesses13

Richland CollegeTeaching, Learning, Community Building• CS and CE customize training to business needs andoffer courses onsite• Leaders’ participate in local civic organizations, suchas Rotary, Kiwanis, and Altrusa• Annual SECC campaign providing scholarships toRichland students with limited funds• Volunteer service to community agencies through ourextensive Service Learning Program reinforces theimportance of volunteerism and community buildingamong our studentsJoint activities:• Development of culturally sensitive programs, such as“Understanding Islam” and MA/LS• Leaders’ service on chamber of commerce boards,committees, and leadership programs in thecommunity provide specialized expertise, such as inAppreciative Inquiry and performance excellenceStudents: Our strong concentration onenhancing student success and assessingstudent-learning outcomes involves extensiverelationship building among the variousdepartments as well as between employees andstudents. Our successful Science Cornerexemplifies our faculty’s response to studentfeedback. Because of high withdrawal rates inone course, the science faculty created a way toreach students in a less intimidating setting so as to enhancelearning and success. Their most successful approach hasbeen adopted by others at RLC. With student success as thethrust of our QEP, all employees focus on deliveringservices at the highest performance level, engaging studentson many levels for success, and assessing their learning.Special programs and services:• Flexibility to meet special needs through flexiblescheduling; distance learning; developmentaleducation; day, evening, and weekend classes; anddual-credit for high school students• Guarantee to students who earn a degree and followthe appropriate transfer plan that public Texas collegesand universities in the Transfer Guarantee Programwill accept all their courses. If this fails, they takerequisite courses at no cost.• Employers guarantee that their employees-studentswho earn a degree or certificate have the requisitecompetencies. If not, the student can take additionalskills training at no cost• Guarantee to students who complete the 48-hourcore curriculum at RLC that the core will transferto any other Texas public college or universityJoint activities:• Joint participation in councils, advisory groups, focussessions, and other communications methods aspreviously described3 - Student, Stakeholder, and Market FocusTHECB, SACS, and DCCCD Board of Trustees: Ourproactive involvement in pilot projects and activities towardshaping future accreditation criteria ensures that we remainat the forefront of accreditation matters. Our adherence toall DCCCD Board of Trustees policies and directivesensures alignment to the district’s goals for student success,public trust, and community building.Special programs and services:• Public forums for bond elections and communityissuesJoint activities:• Joint participation in designing innovative programsand services with THECB and other colleges, such asparticipation on the Mexican American/Latino Field ofStudies state-wide committee• Assisting other SACS-accredited institutions ininitiating their quality enhancement planning as arequirement for future SACS accreditation• Leading many of the DCCCD system-widecommittees and councils on special projects, such asthe COLLEAGUE Communications ManagementCommittee to develop electronic methods to bettercommunicate with students3.2a(2) Determine contact requirementsWe provide students and stakeholders a myriad of contactand access methods to acquire information, identify andfollow additional common purposes, and make complaints.Each method of contact shown in Figure 3.1A providesstakeholders the opportunity to have contact with RLC andto build relationships. In addition, various one-way methodsof communication proactively provide input to stakeholders.These methods include:• RLC College Catalog • Bounce back cards• Web page• Course schedules• News releases• Entrance marquees• Focused mass e-mailsand mailings• Student and employeepublications and newspapersWe use student and stakeholder feedback to determinereaction to these contact methods. In these interactions,students and stakeholders tell us what is importantto them. They tell us how we are doing in thoseareas and the best methods for contacting them(e.g., surveys, focus groups, councils). OurOrganizational Values are the contact requirementsfor communicating and interacting with studentsand stakeholders. We fully deploy these valueswithin the organization. They are clearly visible indaily interactions across the college, and we furtherreinforce them as a Featured Value of the Week ina computer pop-up screen daily.To supplement these practices, frontline student andstakeholder service groups set additional standards forstudent contact. For example, Student Services, as a primary14

Richland CollegeTeaching, Learning, Community Buildingstudent contact area, establishes measurable goals forservice and provides customer service training to increaseemployee awareness and skills. Starting with the annual FallConvocation (for Mission, Vision, Values, and SPPs asdescribed in 2.2a), the CEO deploys these requirements.Leaders reinforce this during departmental meetings toensure all employees understand them. KPIs at all levelsinclude measures related to monitoring key relationshipeffectiveness. Areas serving target groups, such as theMulticultural Center and CTLC, have protocols forcustomer contact and records documentation.3.2a(3) Complaint managementWe continue to refine the complaintmanagement system through cycles ofimprovement. Recently, we realigned inputsources and aggregation methods to enable us tomonitor complaint trends better at theinstitutional level. Our CMS allows us toaggregate complaints for a more complete lookat improvements we need to implement. We arealso building this feature into our institutionalcomplaint management system. These systemspromote effective and prompt intervention and resolution.Our Student Code of Conduct outlines our formal grievanceprocedure for students to lodge complaints against faculty,staff, or other students. Similar policies govern employeecomplaints.We also identify complaints through other means, such assurveys, individual contact with employees, e-mail, letters,and phone calls. Based upon the type of issue, the personreceiving the complaint is responsible for the issue andreports it to the appropriate department or the TT for action.This system allows any student or stakeholder receivingunsatisfactory service to identify the issue and, in turn, offerimprovement suggestions. We then forward the complaint tothe office(s) closest to the problem. The group responsible,whether internal operations or external partners, reviews theissue and recommends steps to be taken, including processimprovement actions as outlined in the PIIP. Wecommunicate improvements resulting from complaintsthrough one of several mechanisms, shown in Figure 1.1C,related to communicating improvements. These include theThunderBridge employee newsletter, e-mail, T-Ducks in aRow, or PIIPs posted on the intranet. We minimize studentor stakeholder dissatisfaction through tuition refund andprompt complaint resolution processes.When appropriate, the PCAB or TT reviews complaints toidentify trends. Leaders closest to the problem take actionsto work with the groups investigating these issues to assistin improving services. The TT reviews status to closure ofeach of these issues in the monthly KPI/QEP review wherethey track PIIP progress. We communicate directly with ourpartners (receiving and sending schools, community,3 - Student, Stakeholder, and Market Focusemployers, etc.) when complaints involve our relationshipsor communications with these groups so we can promptlyresolve the issue. Our annual partner report card provides atwo-way mechanism for assessing the ongoing relationship.3.2a(4) Keep relationship building approaches currentTT evaluates relationships with students and stakeholdersmonthly as they review performance to KPI measuresdesigned to help us track relationships. This KPI reviewallows everyone responsible to consider strategies formaintaining relationships with stakeholder groups. If a KPIreflective of student/stakeholder access is below tolerance(90% of target), we create an action plan and then track andreview it until it improves. For ongoing stakeholderrelationships built through organizational memberships, weformally review activities annually through the budgetprocess and make changes as needed.Because they provide direct, actionable feedback onrelationship building, we consider the listening and learningapproaches shown in Figure 3.1A to be key approaches,particularly the student and stakeholder surveys and thefocus groups. Our annual assessment using the Baldrigecriteria also evaluates the effectiveness of our relationshipbuilding approaches. Participation in various best practicegroups provides new ideas and opportunities to improve ourapproaches as well.3.2b Student & Stakeholder Satisfaction Determination3.2b(1) Determine satisfactionWe use the listening and learning methods shown in Figure3.1A formally or informally to determine satisfaction ofstudents and stakeholders. Our primary formal methods fordetermining student satisfaction are normalized surveys andfocus groups. We use two major surveys: 1) the NLSSI and2) the CCSSE (Figures 7.2A, B, C, and 7.5A, B, C). TheNLSSI is a nationally normed survey delivered annually toseveral thousand students. Colleges and universities acrossthe country use it to determine student satisfaction withstudent services, with a few questions directly related toinstruction. This survey collects information about theperceived importance of each item as well as satisfaction.We use these data to develop organizational anddepartmental action plans to improve service areas that ratebelow target results. The CCSSE has only recentlyexpanded from the university setting to community colleges.We participated in the fall 2001 national pilot of this surveyand again in spring 2004. This survey focuses on studentengagement in the classroom. Students receive a set ofquestions, and faculty members receive a similar set ofquestions. In the analysis, we learn how vested students arein their own learning. The IR office compares student andfaculty responses to identify congruencies and gaps. IR alsoidentifies student trends in their ranking of various servicesand features. TT uses this information in strategic planning(2.1a) as part of environmental scanning.15

Richland CollegeTeaching, Learning, Community BuildingFor each survey, the IR office compares resultslongitudinally to track 1) performance gaps and how theyhave changed, 2) changes in the actual ratings that serviceshave received, 3) trends in the importance students attach tovarious services, and 4) differences in perception betweenstudents and faculty. These trends help leadership identifymore systemic changes to improve student satisfaction.In all surveys, we target the service items showing thelargest gaps between expectations and results forimprovement. The designated VP leads a cross-functionalprocess improvement team that uses focus groups, processreview, and other strategies to strengthen the service. Afterwe implement improvements, students and other customersevaluate it to validate improvement.We use student focus groups to drill down onfeedback received through the survey processes.A market research expert from the DCCCDResearch Office works with staff to develop keyfocus questions and conduct each session. TheNLSSI and CCSSE results are the basis for thequestions. We use community focus groups toprovide feedback on perceptions in thecommunity. Recent examples include theDCCCD’s branding initiative and our proposed charter highschool.Other surveys conducted throughout the year with studentsand stakeholders include those for events, such as collegerecruitment activities, department-level satisfaction with ourservices, and exit surveys at graduation. We regularlyadminister point-of-service surveys in the Advising Center,Health Center, and Career Services, among others (Figure7.5D). Departments use these results for implementingimprovements. NLSSI and other surveys include questionsdirected toward evaluating our learning and developmentalclimate. We also have questions about the intent of studentsor stakeholders, such as their interest in continuing ourrelationship and whether they would refer us to others.Regular review of complaints at the departmental levelenables leaders to identify issues for systemic improvement.We use various measures to analyze student and stakeholdersatisfaction through direct measures of performance, such asretention and growth of services and programs. Monthlyreview of KPIs lets us monitor our stakeholders’satisfaction. As we identify issues, the leadership team actsupon and tracks them to resolution.3.2b(2) Follow up on interactionsThe student satisfaction survey, employer survey, andcomplaints let us follow up with students and stakeholders.In addition, departments and workgroups individuallyevaluate student and stakeholder concerns and contact thoseinvolved. We use anonymous in-course evaluations todetermine satisfaction with the instructor and course. We3 - Student, Stakeholder, and Market Focusprovide course results to the instructor and deans for reviewand improvement at the end of the course.More than 200 faculty who have participated in CooperativeLearning workshops use formative, in-process, “Plus-Delta,” and three-minute student feedback writings torespond immediately to indications that students are notlearning in a given class session. CE and contract trainingcourses also administer post-course surveys to determinetraining satisfaction. Student service groups conduct surveysimmediately after service delivery to determine satisfactionand improvement opportunities.3.2b(3) Comparative satisfactionIn addition to providing data about the satisfaction of ourNLSSI students, we receive a report showing the nationalnorm for all community college students participating in thesurvey. In reviewing results, leadership can see how eachservice rates compared to the national norm and the nationalexpectations for that service. When we identify services thatare not rated at the level of the national norm or higher, weflag the item for further review and corrective action.The nationally normalized CCSSE (including individualinstitution data sub-sets for benchmarking with similarinstitutions) surveys both students and faculty to determineperception differences regarding student engagement intheir own learning. We also use various objectivemeasurements in our KPIs, such as enrollment compared toother institutions and market share, to help us understandcomparative student and stakeholder satisfaction.3.2b(4) Keep satisfaction determination currentWe keep satisfaction determination systems current throughthe use of third parties, benchmarking, and proactivemanagement. Third-party, nationally normalized studentsatisfaction surveys assure us results are current withnational trends, and as their processes and questionsimprove, we benefit. The TT reviews the satisfactiondetermination system annually as part of the KPI review toidentify revisions for improving its usefulness. As a result ofsuch review, we joined the NCCBP in 2003, a communitycollege benchmarking consortium of 91 institutions, toincrease our opportunities for benchmarked information.Participation in groups like CCSSE and Vanguard andresearch of best practices from Baldrige and other awardrecipients allow us to improve our approaches to student andstakeholder satisfaction determination. Our annual Baldrigebasedself-assessment also evaluates the effectiveness of oursatisfaction determination methods and helps us improve.We use focus groups as qualitative data to support or refuteour quantitative data. We use community focus groups andforums to gain broad stakeholder input on future directionsand critical initiatives (i.e. the capital bond election in 2004and “Closing the Gaps” in 2002).16

Richland CollegeTeaching, Learning, Community Building4.1 Measurement and Analysis of PerformanceOur TLC mission and our four strategic planning priorities(SPP) are the basis for our information management system.Each priority has associated measures and objectives calledKey Performance Indicators (KPI).4.1a Performance Measurement4.1a(1) Select, collect, align, and integrateAt the organizational level, we identify our SPPs torepresent key areas of student learning and success for thecollege [2.1a (1)]. Each priority has associated measures forsuccess called KPIs. We set one-, three-, and five-yeartargets for each measure as we analyze trends andbenchmarks from within and outside the DCCCD andconduct environmental scans. Figure 2.2A shows ourStrategic KPIs with short- and longer-term goals. Weweight KPIs based on the relative significance of eachmeasure to the SPPs. Our focus areas have theheaviest weight. While we track more measures atsub-set levels, our institutional KPIs best indicate ourorganizational health.The ETT meets monthly to review and discuss the TR.Layer 1 provides an overall score for the college and ascore for each SPP. A score of “10” representsperfection, and “9” or better is our acceptable scoringrange. If any priority score drops below 9.0, theleaders turn to the more detailed layer linked to thatpriority (Layer 2) to see detailed performance scores foreach KPI. Another drill-down, Layer 3 represents the mostin-depth look at each measure with targets and performance.From Layer 3, TT identifies the possible root cause of thevariance and, after analysis and discussion, assigns the issueto the appropriate VP for in-depth workgroup analyses andaction plans to address the issue. We keep detailed notes andgenerate action items at the end of the meeting. Next, wereport on these action items at subsequent meetings untilresolution.We align daily operational measures for all areas to theinstitutional KPIs. Leadership deploys KPIs across theorganization and each department sets correspondingmeasures and goals to support their targets. Departmentsthen monitor actions to improve their own performance;they may make mid-course corrections. IR works with eachgroup to assure linkage of departmental KPIs toorganizational KPIs and thus to the SPPs. Examples of thislevel of measures appear in Figure P.1A for regulatoryissues or in Figures 6.1A and 6.2A for measurement ofprocess performance.The breadth and depth of information readily availablethrough the KPI process supports agility and innovationthrough fact-based decision-making. We easily integratethese data and may include mainframe data from the DistrictCOLLEAGUE system for segmented analysis andcorrelations. We gather and integrate data and informationinternally and throughout the organization to support dailyoperations. COLLEAGUE contains six primary components4 – Measurement, Analysis, & Knowledge Mgtseamlessly integrated to facilitate collection, reporting, andintegration of data internally and throughout DCCCD.These six components are 1) Human Resources, 2) StudentRecords, 3) Accounting, 4) Curriculum Management, 5)Financial Aid, and 6) Communications.Users across the college employ the system to gather dataparticular to their responsibilities. IR processes, prioritizes,and manages requests for research studies and other dataoutside normal functions. IR follows up with requestors todetermine use of the data. Figure 4.1A shows examples oflocally stored data collection and use.Database Owner What is TrackedDegree Plan Enrollment Mgmt Students with degree plansCARLOS MCC Students who use MCCDSO DSO Students who use the DSOSuspension Advising Center Student program successHS Recruit. HS&CR Success of recruitment effortsCrime Ind. Police Department Criminal incidentsLibrary Skills Library Student program successComplaints All Depts. Student complaintsEmeritus Emeritus Office Students use Emeritus programDual-credit Dual-credit Office Student program successWork Orders Facilities Dept Work orders to completionFigure 4.1A – Local and Departmental Information4.1a(2) Comparative data and informationWe select key comparative data and information related toour SPPs and KPIs useful in identifying best practices. Welook for appropriate comparative information or keybenchmark practices from within and outside the academiccommunity based on proximity (competitors), similarstudent types, similar programs and services, and the datareliability. A key selection criterion is that the data reflectour position in our specific market and/or show our positionrelative to the best performers in our “class.” We describesources of comparative and competitive data in P.2a(3).College-wide surveys and participation in the NCCBP areour greatest opportunities for comparing performanceagainst like institutions. We use the national norms (andinstitutional sub-sets) from NLSSI, CCSSE, and the CQSfor comparison with two-year colleges, some four-yearinstitutions, and sister DCCCD colleges. Other comparisonscome from NTCCC, the League for Innovation, THECBdata, and Baldrige award-winning organizations. To ensureour effective use of key comparative data, we make datasystematically available in easily understood report formatsfor users. We also supply analysis regarding validity andlimitations. Through the TT review and the KPI process,effective use of data and their ready availability support anenvironment of decision-making and innovation.4.1a(3) Keep measurement system currentTo keep our performance measurement system current withneeds and directions, we review and revise our KPIsannually. While we formally evaluate the KPIs each August,17

Richland CollegeTeaching, Learning, Community Buildingwe evaluate KPIs monthly so we can respond to unexpectedand rapid changes. As we identify improvements to KPImeasures, team members document the issues for discussionat the annual meeting. In August, the IR staff translatesthese notes into KPI modifications for the coming year.After the first two years of using KPIs, ETT eliminated,added, and revised many measures. More recently, we havefewer revisions; this reflects the maturing of our process.Annual review of department-level KPIs similarly lets usimprove our measurement system throughout theorganization. To ensure RLC remains agile in addressingkey challenges, we track other data elements throughout theyear in addition to those required for the KPI report. Weconduct environmental scanning continually to detectunexpected organizational or external changes.At a more global level, our involvement with variousorganizations and consortia lets us identify and implementbest practices relative to data and information managementsystems. We benchmarked our KPI approach fromNorthwestern Missouri State University, a Baldrige sitevisitededucational organization.4.1b Performance Analysis and Review4.1b(1) Performance reviewPrior to the beginning of regular TT executive sessions(1999), PCAB’s formal organizational performance andcapabilities review was mostly annual lagging indicators. In1999, TT developed SPPs; in 2000, we added KPIs,leading/trailing indicators, and organizational performancescorecard reviews in our monthly Thunion Report. In 2004,leadership revamped the PCAB-TT structure: TT meetsweekly on strategic/KPI matters and PCAB monthly (withweekly conference calls) on operational matters.Figure 4.1B shows our regular organizational performancereviews. TT meets weekly to discuss college operations,4 – Measurement, Analysis, & Knowledge Mgtstrategic organizational capabilities, performance, andissues. Monthly, TT reviews KPI performance with ourstrategic plan, improvement opportunities, unexpectedopportunities, and challenges. They review data analyses onsuch items as survey results with comparative data. TT usesother reviews to manage operations and make decisions.TT determines whether KPI findings indicate a need forimmediate action or more study and review. Whenperformance scores fall outside tolerance levels or we lackcomparative data, TT assigns its members to “drill down” inthe organization through hierarchical councils, peeling backperformance layers to find the root cause of the performancescores and determine corrective action. TT members reportmonthly on these items until the scores reach the range oftolerance.Performance to KPIs is the basis of our analyses thatsupport 1) senior leaders’ assessment of overallorganizational performance (Figure 4.1B) and 2) strategicplanning (described in 2.1a). We regularly conduct a host ofstudies and analyses to aid leaders’ decision-making. Theseinclude:1) Enrollment projections to assist in creating fundingplans that accommodate an expanding studentpopulation.2) Daily registration comparative updates.3) Facility use reports showing class schedulingeffectiveness.4) Discipline and program review analysis.5) Market share analysis reports for decision-making inbudget allocations, staffing, and recruitment activities.6) Trended grade distribution reports indicating overallstudent success and in-class retention.7) Survey results, analyzed and presented as formal reportswith executive summaries that describe themes,Meeting Frequency Purpose/Measures Reviewed ParticipantsTT Executive Session WeeklyRespond to KPI opportunities and challenges.Confidential sounding board on sensitive issues,TTincluding personnel.KPI Monthly ReviewMonthlyThunion Report (KPI/QEP measures). Review progresstoward strategic plan, systems, and processes.Expanded TTPCAB MeetingWeekly (call) Guide college operations. Review periodic inputs suchMonthly as survey results.PCABCEDC Meeting Monthly Environmental scanning and community input. CEDCWRDC meetingMonthly(Wkly by briefCreate interaction among program, resource, andworkforce development personnel for coherentWRDCconf. call) responses to community workforce needs.CTL MeetingMonthlyInstructional issues including professionaldevelopment, methodologies, and student success.CTLCCB MeetingMonthlyIssues related to student learning, data, professionaldevelopment, and cross-dept. team building.CCBStrategic Planning Retreat Annual Conduct annual strategic planning update. Expanded TTFall Convocation Annual Deploy strategic directions, values, and expectations. All employeesFigure 4.1B - Periodic Reviews18

Richland CollegeTeaching, Learning, Community Buildingstrengths, OFIs, “Next Steps,” and action plans.8) Monthly employee diversity reports by employee type.To support these reviews, IR has tracked and trendedcomparable data from NACUBO benchmarks (for financialmanagement planning), and from three of our peer collegessince 1998, CCCCD since 1999, Vanguard benchmarkprograms since 2000, CCSSE benchmarks since 2002, andNCCBP since 2004. We analyze these comparative findingsstrategically to ensure we spend our resources, both humanand financial, in the most needed areas. A recent cycle ofimprovement is the formalization of the benchmarkingprocess, including TT’s review and approval and theappropriate RLC department’s documentation of each step.Monthly review of KPI progress lets us project continuousand breakthrough improvements by analyzing performancecompared to planned levels. Where gaps exist, we performroot cause analysis and make mid-course corrections.We use reviews to assess our success and progress to thestrategic plan by setting targets and comparing progress inKPIs to that target. We set timelines for each Organizationaland Departmental Action Plan and monitor those plans threetimes annually to determine progress on the action (Figure2.1A). With monthly monitoring of performance to KPIs(Figure 2.2A), action plans three times per year, andcontinual environmental scanning, we can detect andrespond to changing needs and then implement new ormodified plans quickly. Once identif0ying a need, TT thendetermines whether to reallocate resources or to modifyaction plans.4.1b(2) Findings translated into prioritiesPrior to 1998, key findings did not always translate intopriorities, as we had no formal mechanism for determiningfunding or acting on priorities. With the changes in thereview systems previously described, use of findings, suchas environmental scanning data, now leads to action foraccessing priorities. In regular organizational performancereviews, TT prioritizes OFIs for action based on: 1)alignment to our mission, 2) KPIs, 3) significance of gapsbetween current and targeted performance, 4) number ofpeople affected, 5) cost to benefit, 6) ability to reuse ordisseminate the opportunity, and 7) connections to existingprograms and services. TT recommends these priorities forfurther study, additional development, or allocation ofadditional resources. TT members responsible for eachpriority communicate to appropriate organizational units orexternal entities, track progress, and report to TT atsubsequent monthly reviews. When priorities require actionfrom feeder schools, upstream universities, suppliers,partners, or other external stakeholders, we include thesegroups in the action plan and solution.We use one of three (or a combination of) approaches toaddress priorities: 1) continuous improvement, 2)breakthrough approaches, and 3) innovative actions. Formost areas with a history of satisfactory performance trends,4 – Measurement, Analysis, & Knowledge Mgtwe address OFIs in our PDCA/ADLI approach (Figure6.1D). If an issue is static for a chronic period, if a programseems to have stagnated, or if some major externalchallenge occurs, TT commissions breakthrough orinnovative approaches (usually with cross-functional teamsto gather fresh insights and sometimes including externalpartners/stakeholders) to help players get “out of the box.”Recent breakthrough and innovative approaches include:• Our innovative pilot model for stakeholder SACSaccreditation has now significantly influenced SACSnew 2004 accreditation standards.• A breakthrough approach to offering more highschool/college dual-credit to accommodate anincreasing number of area home schoolers and others isRLC’s proposed RCHS dual-credit charter high school(the first in Texas, and apparently the nation, to offeronly dual-credit).• Incorporation of a self-paced Developmental Mathoption using Academic Systems both as primarydelivery and supplemental instruction in the CTLC hasbeen a multi-year phase-in innovation.• Creating multi-level instructional teams of lead faculty,teaching administrators, and PSS has been abreakthrough approach in the classroom.We share results of reviews and analysis through the largenumber of methods shown in Figure 1.1C. Leadershipcommunicates organizational information to employees andstakeholders to support their decision-making. Upwardcommunication of information occurs through departmentalreviews. For instance, faculty members have a set schedulefor their discipline meetings and workgroup QEPs to reviewinitiatives and action plans for student success. We shareresults of the meetings with TT in preparation for themonthly KPI/QEP review. These meetings build Layers 2and 3 of the Thunion Report. This system communicates theresults of both the leadership review of organizationalperformance and the reviews by divisions and workgroupsof their monthly performance.4.2 Information and Knowledge ManagementTo ensure all employees and stakeholders know how to findand access information when they need it, we integrate ourinformation and knowledge management approach into ourapproaches for communications and relationships.4.2a Data and Information Availability4.2a(1) Data and information availabilityOur distribution method to make information and dataavailable and accessible to faculty and staff is primarilythrough the same methods we use for organizationalcommunications seen in Figure 1.1C. Employees haveaccess to data and information readily available at any time.Our computer network offers access to the Internet, intranet,and the COLLEAGUE databases. Access to the network isavailable in all administrative offices, faculty offices, andclassrooms. Staff and students communicate via e-mail from19

Richland CollegeTeaching, Learning, Community Buildingwork and home. All faculty have immediate, real-timeaccess to student rosters via eConnect. Those who haveattended training have access that identifies at-risk studentsand other special populations, enabling them to delve furtherto address at-risk students proactively.We provide just-in-time on-campus training to all staff toaddress new computer application development inCOLLEAGUE or when we hire new staff members.Employees can influence the design of new applications orcustomize current applications to their needs throughinvolvement in District IT teams.We use the publication and distribution of reports, articles inthe Richland Chronicle student newspaper, suburban andethnic newspapers, the RLC website, and eCampus/Blackboard to make data and information available andaccessible to students and community stakeholders. Whenappropriate, IR distributes hard copies of reports andexecutive summaries throughout the college. IR distributesexecutive summaries of reports college-wide. Students useour e-Connect technology to register or withdraw fromclasses (if eligible), and all students can apply to Richlandvia the Internet (Figure 7.5G). Students can communicatewith instructors or other students in class using eCampus. Inaddition, 305 faculty use eCampus as a teaching tool byproviding discussions, assignments, and grades online(Figure 7.5E).Suppliers and partners access data and information via theInternet and intranet, GroupWise e-mail, and Excelspreadsheets. To enhance communications, we givesuppliers and partners, such as the college bookstore, thecafeteria, and custodial staff, access to e-mail. Our networksprovide them ready access to information and data.Periodically, IR generates ad hoc electronic reports to meetspecific needs.4.2a(2) Hardware and software reliable, secureFollowing standards set by RLC and DCCCD ITcommittees, we ensure our hardware and software systemsare reliable, secure, and user friendly. Our IT Centersupports both educational computing systems for 1) studentuse in classrooms and the library and 2) employee use of ouradministrative computer system in their offices. To ensurehardware and software reliability, we require the IT Centerto approve and coordinate all purchases. We have selected asingle computer vendor to assure compatibility, facilitateset-up and repairs, and receive special discounts. IT officeemployees are Dell-certified technicians; this allows ouremployees to make warranty repairs at Dell’s expense.To avoid technical obsolescence, we maintain the standardsrecommended by the District IT Strategic Planning Team.We use a cascading process whereby IT places the mostpowerful computers where most needed. Replaced modelsmove to the next level of need, either in classrooms or inoffices, assuring that students and employees with thehighest technical needs have leading edge equipment, while4 – Measurement, Analysis, & Knowledge Mgtthose whose demands are not as high get equipment thatmeets their needs. Leadership provides desktop computeraccess for every permanent employee to the college’s e-mailsystem and the Internet. They also provide technology thatallows any student to have e-mail and Internet access incomputer labs and the library. We host 80 computer labs forstudents and more than 2,000 computers for students andemployees.The IT Center tracks all software purchases and maintainslicenses to protect the college from software misuse orcopyright violation. The Center uses BindView to review thesoftware programs on every computer periodically. ITinvestigates any unauthorized software and removes it fromthe machine unless the user provides a license.IT assures security through various approaches, such asmulti-level passwords, isolated lab networks, and intrusiondetectionand usage-monitoring software. To assureCOLLEAGUE user friendliness, we participate on Districtimplementation teams that pilot major changes at thecolleges and test for ease of use. Playing a decision-makingrole on these teams assures enhancements to software are inthe best interest of our staff and students. Enhancementsgenerally address ease of use and reliability.4.2a(3) Continued availability of systemsNightly, IT backs up the network system, includingCOLLEAGUE data and stores it at an offsite locationthrough a vendor contract. District IT maintains a backupApplication Server for the COLLEAGUE EmergencyResponse Plan at the LeCroy Center for EducationalTelecommunications, located next to Richland College.Should events occur that eliminate COLLEAGUEavailability from the primary application server, we canswitch all staff COLLEAGUE access to the backup location.4.2a(4) Keep systems currentWe base most of our information availability approaches ontechnology. To keep current, we plan for technology needsin our overall strategic planning process. Each year, basedon enrollment, the college reserves part of the budgetallocation for technology expenditures. The college ITexecutive dean serves as one of the tri-chairs of the DistrictIT Strategic Planning Team. The college IT StrategicPlanning Team and our Departmental Action Plans identifyopportunities for improvements for consideration in theannual budget cycle. As previously described, we keepsoftware and hardware current with educational serviceneeds and directions through the District IT PlanningProcess. To keep abreast of rapidly changing technology,key IT staff participate in environmental scans and attendconferences and summits hosted by nationally recognizedorganizations. Our IT Center meets/exceeds the adoptedminimum standard for all computers on campus, bothinstructionally and administratively. (Figure 7.5I). Ourcommitment to meet/exceed minimum hardware andsoftware standards ensures we meet the college’s needs. Thecentralized software system is a more economical method20

Richland CollegeTeaching, Learning, Community Buildingfor providing software for students and employees whileallowing them to acquire the most current software needed.4.2b Organizational Knowledge Management4.2b(1) Manage organizational knowledgeThe primary method of collecting and transferringknowledge among faculty and staff is through workgroupmeetings, process documentation [PIIP depicted in 6.1a(5)],and our QEP process. All RLC full-time employeesparticipate in QEP each year. Currently, QEP involvesfaculty and workgroup teams working on assessment plans.Faculty teams are assessing student-learning outcomes, andworkgroup teams are assessing their services.Administrators, the president’s office support team, and theacademic division secretaries are improving a minimum oftwo processes as their QEP participation. The QEP processrequires a minimum of six meetings throughout the year foremployees to discuss assessment or process improvementand learn from one another. QEP teams periodically reporttheir best practices for publication in the ThunderBridge.Because assessment produces empirical data, the QEP teamsanalyze their results carefully and determine the bestimprovements for their situations. The QEP teams submittheir completed plans to the college’s institutional report,which we share across the institution.We use various means to manage organizational knowledgeand transfer relevant knowledge to appropriate groups. Ourprimary method of transferring information from students isthrough surveys and focus groups. The two major surveyswe administer to students are the NLSSI and the CCSSE.We analyze and cross-reference results to determine gapsand congruencies. We use student focus groups to drilldown on issues that result from survey analysis. We sharesurvey results with faculty and staff through executivesummaries and reports published on our intranet. Manydepartments conduct additional point-of-service surveys(e.g., advising center, health center, financial aid, CE, anddisability services) to identify training opportunities.We communicate knowledge from stakeholders, suppliers,and partners primarily through advisory group meetings,surveys, and report cards. Community partners typicallymeet semesterly in advisory groups to review currentcourse offerings and provide feedback for futureprogramming. We report information and concerns raisedat these meetings to the CEDC. Communication with localISDs is generally through the EDSES and her staff. TheADSSS keeps technical-occupational coordinators abreastof student program interest through bounce-back cards. TheEDSES meets regularly with ISD administrators andcommunicates needs and concerns back to the college VPsand division deans.We communicate with universities that receive the majorityof our transfer students using two methods: 1) Wecommunicate articulation and transfer issues at the District4 – Measurement, Analysis, & Knowledge Mgtlevel through the office of the Assistant Vice Chancellor ofStudent and Academic Programs, 2) Less formally, the RLCadvising-center staff contacts liaisons at the universities thatreceive the majority of our student transfers. Wecommunicate concerns and issues with articulation andtransfer through the liaison to our staff members who, inturn, communicate these issues to departments and District.We identify and share best practices both formally andinformally. The formal methods include participation ingroups, such as CCSSE, the LICC, Vanguard, and theNCCBP, and include documentation of these efforts usingour Benchmarking Process form. We communicateexternal best practices to pertinent groups through QEPand divisional meetings. Internally, we identify andcommunicate best practices via QEP website postings,departmental QEP meetings, publications in theThunderBridge, and formal meetings convened for sharingbest practices. Informally, we identify best practicesthrough faculty and staff participation in national and stateprofessional organizations, and through CTL awards fordistinguished teaching strategies. Professional readingsalso contribute to the informal identification and sharing ofbest practices.4.2b(2) Data and information integrityWe ensure data and information accuracy, integrity,reliability, timeliness, security, and confidentiality throughfeatures built into COLLEAGUE and at the individual userlevel. Features include firewalls, passwords, restrictedaccess levels, system double-checks, local databaserestrictions, and assignment of data ownership for dataintegrity purposes. We require user IDs and passwords forall faculty and staff, and students must use PINs for classregistration and withdrawal. We grant update accesssparingly based on job responsibility. Only IR, EDSES, andcentral college accounting have access permittingunrestricted queries and the ability to upload and downloaddata; however, IR cannot alter database records.We train employees on various system componentsimmediately prior to their using them. In fact, we prohibitsystem access without the completion of a series of trainingsessions. We grant access depending on the need to accessvarious data. Access that requires training and skill insystem use is the greatest guarantor of integrity, reliability,and accuracy. Training also includes timeliness of dataentrystandards.Data security and confidentiality are serious matters acrossthe college. We record all update transactions with theaccount number executing the activity, making the accountowner responsible for all activity. While KPI data are notsensitive, the resulting data elements in those measures,such as individual grades, withdrawals, employee use ofsick leave, etc., are confidential; some are protected by law,as taught in mandatory TOLI FERPA sessions.21

Richland CollegeTeaching, Learning, Community Building5.1 Work SystemsOur Organizational Values and our SPP “Enable allemployees to succeed” reflect the value we place on facultyand staff. Our very purpose–student learning–can occur onlythrough our employees.5.1a Organization and Management of Work5.1a(1) Promote cooperation, initiative, innovation, etc.Our organizational structure supports our interlocking councilstructure and shared leadership approach (Figures 1.1A and1.1B). The system emanates from five student-centered areasand three institutional support areas:• The Office of Student Learning includes seven academicdivisions, academic enrichment services, administrativeand educational computing and technology, libraryservices, and adjunct faculty support services.• The Office of Student Development includes enrollmentmanagement, student programs, financial aid, studentsupport services, and services for special students.• The Office of Institutional Effectiveness and EconomicDevelopment includes IR, institutional planning andeffectiveness, QEP, health professions, emeritus,information services, high school programs andrelations, recruitment and initiatives for target groups,and community relations.• The Office of Resource Development and WorkforceTraining includes corporate services and relations,RSTC, RD, placement services, CE, and workforceeducation and curriculum development.• The Office of Institutional Advancement includescharter-school exploration, resource development forinstitutional priorities, Title III grant management,teacher preparation, and new-program development.• The three institutional support areas are FinancialServices, Facilities Services, and Employee Services andProfessional Development.Our five student-centered areas are distinct entities, designedto balance employees’ skill levels across the organization.This enables employees to collaborate effectively acrossfunctional lines, and, in turn, promote student learning. Crossfunctionalteams are an institutional standard for addressingimprovements. These teams may include members of TT,PCAB, and employees who are closest to the work at hand.Two additional college-wide groups exist to facilitatecooperation to improve student learning. The CTL hasrepresentatives from the TT, students, and all groups ofemployees who teach. They identify exemplary internalpractices for advancing student learning, and as a cycle ofimprovement, they sponsor the sharing of these practices atadjunct faculty workshops, faculty association meetings, andRichland’s Fourth Friday VOE sessions for new faculty. Inaddition, the CTL identifies and recommends professionaldevelopmentneeds related to teaching and learning. The CCBalso has representatives from each of the student services, theTT, and students. However, the CCB identifies issues aboutsupporting students and stakeholders outside the classroom.5 - Faculty and Staff FocusTo provide structure and flexibility that foster initiative andinnovation, we write and document accurate job descriptions.Leaders support creativity and innovation through recognitionapproaches (5.1b). In addition, our sabbatical leave programencourages innovation within the parameters of our SPPs.Through the Career and Succession Planning Questionnaire,administered annually, TOLI determines interest in career andleadership development. TOLI then provides TT with focusedresults used in making strategic decisions that 1) addressfuture retirements, 2) identify teams for future conferences, 3)develop new programs, 4) select individuals for leadershipdevelopment and cross-training programs, or 5) initiatespecial projects. ES also maintains a faculty credentials log aspart of our SACS compliance documentation. This log showsall areas of credentialing for each faculty member, allowingrapid redeployment of instructional staff when environmentalscanning and strategic planning indicate the need for newprograms–academic, student support, or community.Because we had gaps in our work systems for teaching, wedesigned an innovative approach to supplement the traditionalbalance of faculty and adjunct faculty. We created new 12-month, full-time positions called Instructional Specialists (IS)and Administrators Who Teach (AWT) to provide year-roundcoverage and address special needs. ISs teach in areas wherestudents need extensive personalized services, such as inESOL and developmental math.The AWTs help meet the need for greater flexibility and yearroundprogram management, particularly in the summer whennine-month contractual faculty may be unavailable. TheAWTs balance teaching and administrative functions, such asbudgeting, managing faculty schedules, recruiting students,designing and improving programs, and performing otherduties. These positions assure faculty that administrative andoversight needs are met year-round. This successful RLCinnovation has led the DCCCD to offer 10-, 11-, and 12-month faculty contracts that began January 2005.5.1a(2) Capitalize on diversityFor our work systems to capitalize on the richly diverseenvironment we enjoy in our employee base, our studentbody, and our community, we require training of allemployees in Intercultural Competence (Figure 7.4E). Thisannual training exceeds traditional diversity training becauseit helps people identify diversity at many levels. Employeeslearn to capitalize on and celebrate these differences in theirjobs and in work teams to gain more effective use of thediversity of cross-functional teams. To improve cooperationand communication among students, many faculty membershave adapted these training tools for use in their classes. Tofurther capitalize on the strength of our culture, we requiremulti-dimensional diversity on hiring teams. This providesmultiple perspectives as we select new employees—one ofour most important decisions.22

Richland CollegeTeaching, Learning, Community Building5.1a(3) Effective communication and skill sharingVarious teams and employee organizations promotecommunication, knowledge, and skill-sharing across theorganization through many approaches (Figure 1.1C). Figure1.1B identifies these teams, including the PCAB and variouscouncils and stakeholder groups. The five VPs operate theirorganizations as teams through regular reviews, shareddecision making, joint action plans, and QEPs. The facultyassociation convenes monthly, and its officers meet regularlywith leadership to exchange information and discuss activitiesto support student learning. The PSSA encourages andsupports professional development activities to improvemembers’ skills and bring together employees from acrossthe college to share knowledge and discuss commonissues. QEP teams share skills and best practices amongfaculty and staff. The CTL and CCB promote collaborativecommunication and skill sharing among groups.5.1b Faculty and Staff Performance ManagementOur employee evaluation system emphasizes the value offeedback to employee achievement. Evaluation focuses onperformance enhancement to improve student learning andaligns with organizational directions and attainment oforganizational action plans. New faculty receive an annualcontract for their first three years, during which theyparticipate in a formal program designed to strengthen theirclassroom skills that support student learning. During thistime, new faculty undergo annual evaluations, includingclassroom observations by the dean or a supervisor. Uponsuccessful completion of their first three years, they areeligible for a three-year contract with renewals. We evaluatethree-year contracted faculty biennially, but they develop anannual IAP for improving their performance.Administrators receive one-year contracts. We evaluate themand non-contractual PSS annually. Both the employee and thesupervisor evaluate overall performance. Evaluations includea review of the employee’s action plan that identifies specificprofessional development goals. They identify opportunitiesfor improvement and incorporate them into their PD. Allemployees must participate on a workgroup QEP team as partof professional development. Currently, faculty QEP teamsare assessing student-learning outcomes, and administrativeand support services QEP teams are assessing their servicesand processes (see Figure 6.2A). Administrators and thosewho support them complete two PIIPs as their QEPobligation.DCCCD salary schedules for faculty, administrators, and PSSdictate compensation rates. Responsibilities and qualificationrequirements determine salary schedules for administrator andPSS positions. Bilingual employees who pass a verballanguage test receive an additional stipend. Administratorsand professional support staff may advance throughpromotions and reorganizations that increase their jobresponsibilities. We base advancements on demonstratedperformance in supporting RLC’s success in fulfilling its5 - Faculty and Staff Focusmission. The full-time faculty schedule includes various levelsbased on academic degrees and on teaching the equivalent of30 credit hours over two full semesters. Faculty can receiveadditional compensation for advanced degree attainment,teaching additional courses, or performing administrativeduties at other times of the year.We sustain a strong award-and-recognition system to saluteindividuals and teams at all levels. In addition to a largenumber of informal, immediate feedback approaches, we havevarious formal recognition programs (Figure 5.1A). Many ofthese recognitions include an additional monetary award.Award/Recognition Staff Members EligibleEmployee of the Month All employeesExcellence in Teaching Full-time faculty membersExcellence in Adjunct Teaching Adjunct faculty membersExcellence in Teaching - OthersWho TeachOther full-time employees whoteachPSS Employee of the Year All PSS employeesJean Sharon Griffith StudentDevelopment AwardAll Student DevelopmentemployeesLeadership AwardAll administratorsInnovation of the YearAll employees and teams5-, 10-, 15-, 20-, 25-, 30-, 35-Years of Service AwardsAll employees w/designated yearsof employmentFigure 5.1A - Primary Award and Recognition EventsA staple of our awards approach is the “employee parade” forrecognitions, such as Employee of the Month and Innovationof the Year. Employees parade across campus in ceremonialregalia, gathering additional employees and students along theway, to the recipient’s location. The honoree is joyfullydeclared and receives gifts such as movie passes, a plant, aparking pass, and a coveted Thunderduck mug. Theserecognitions are reported in the ThunderBridge to employees,former employees, and friends.Many honors (Figure 5.1A) have formal requirements thatinclude demonstrated performance in pursuing studentsuccess. The Excellence in Teaching awards are made atConvocation. To honor the nominees, the RLC InstructionalTelevision crew makes a full video production featuring eachnominee. We show this video at Convocation to honor andrecognize our beloved colleagues. The Excellence in TeachingAward winner is nominated for the DCCCD Teacher of theYear Award and the Minnie Piper Stevens statewide award.5.1c Hiring and Career Progression5.1c(1) Identify needed characteristics and skillsJob descriptions define all positions, including our behavioralrequirement to support Organizational Values. As vacanciesoccur, the supervisor and TT make any necessary revisions tothe job descriptions. This process allows us to consolidate andrevise other college functions consistent with ourorganizational action plans for employee hiring.23

Richland CollegeTeaching, Learning, Community Building5.1c(2) Recruitment, hiring and retentionDCCCD employs a full-time Recruitment Officer who hasprimary responsibility for recruiting nationwide for minorityapplicants. In addition, we hold an annual Adjunct FacultyRecruitment Fair to reach qualified community members forDCCCD positions. Our Visiting Scholar program is anotherimportant recruiting tool for potential leaders. It also allows usto increase diversity (Figures 7.6A and 7.4D).We advertise positions in targeted media. We advertise fulltimefaculty and administrative positions in national minorityorientedmedia to improve diversity of the applicant pool. EScollects applications and analyzes them to assure a diversepool and eliminate unqualified applicants.Teams comprised of individuals across the campus areresponsible for interviewing and hiring recommendations.These teams are diverse in terms of gender, ethnicity, andemployee classification. They develop a uniform set ofquestions, review all qualified applications, select those to beinterviewed, and conduct the first set of interviews. Theyrecommend their top candidates to the supervisor whointerviews the finalists and makes a recommendation to theVP/CEO, who also interviews all contractual applicants.Hiring teams and supervisors verify necessary credentials forall positions prior to the interview process.Retaining employees begins the first day. Our extensiveorientation program makes transition easier through 1)introduction to our culture and priorities, 2) training, 3)mentoring, and 4) recognition. We design practices fordevelopment, benefits, inclusion in decision-making, andrelationship with the organization to engage people and focuson retention of our greatest asset—our employees (Figure7.4A).5.1c(3) Succession planning and career progressionTo address the impending retirement of many faculty and staffwithin the next 5 - 10 years (Figure 7.4C), including seniorleaders, we have defined development plans for employeeswith clear career track opportunities. As described in 1.1a(3),senior leaders and other leadership positions actively engageemployees in ongoing development for leadership roles(Figures 7.4G and 7.6C). We have a strong track record as a“leadership training ground.” Development methods includementoring; leadership and supervisory seminars; District-wideleadership training programs (Leadership DCCCD);community-based courses, such as Leadership Richardson andLeadership Garland; Learning Exchange Networks (LENS)for new and adjunct faculty; and training for adjunct faculty tolearn about resources available for professional growth.We identify future leaders from supervisors’ recommendationsand employees’ self-identification through TOLI’s Career andSuccession Planning Questionnaire. TT/PCAB selects facultyand staff to attend training programs, such as the CQINSummer Institute, the SIIC, the NILD, and the NISOD. TOLIprovides year-round access to conferences, seminars, andpublications on student learning. Faculty and those in 12-5 - Faculty and Staff Focusmonth teaching positions desiring leadership opportunitiestake on special assignments for increased responsibility.When employees occupy positions that require certification orlicensure, supervisors use TOLI transcripts and the PD/IAPsystem to monitor completion of their necessary training.5.2 Faculty & Staff Learning and MotivationAppreciation of our employees and ongoing development oftheir careers are keys to our SPP “Enable all employees tosucceed.” Training and education needs arise from this SPP tosupport the success of the institution, including training tosupport student learning and service to students.5.2a Faculty & Staff Education, Training, Development5.2a(1) Training contributes to action plansProfessional development requirements (36-hour minimum/year for both full-and limited full-time employees) ensure thatlifelong learning remains central to our work (Figure 7.4F).Competencies support our short- and longer-term directionsbased on alignment to our Mission, Values, SPPs, and actionplans. With their supervisors, employees assess their skills ineach of these competencies as the basis for their professionaldevelopment activities; then, they coordinate their trainingneeds through TOLI. Professional development includes:Convocation, District Conference Day, InterculturalCompetence Training, QEP participation, and electives.TOLI serves as a central repository for data on employees’professional-development activities and for tools to identifyemployee education and training needs. TOLI coordinatesactivities to meet those needs. A cross-functional team of 20employees created TOLI in 1999 after benchmarking externalprofessional development programs, including severalBaldrige Award recipients. Cycles of improvement includeautomated COLLEAGUE-generated professionaldevelopment transcripts in 2002 and creation of the TOLIProfessional Development Center in spring 2004.Our performance excellence approach begins as a segment inour new employee orientation program. We provide furtherdevelopment through professional seminars, attendance atBaldrige self-assessment workshops, and informal training inusing measurements and analysis, offered by our IR staff. Weoffer employees a variety of technological training to supporteffective technology use, and they attend training sessions onspecific software applications used in their jobs. As a regionaltraining center for Microsoft, Sun, and Cisco, RLC facultyprovide high quality technical training for all employees. Weoffer various workshops for improving employee skills inintegrating technology in the classroom, preparing andconducting distance-learning courses, and teaching technologycourses through effective methodologies (Figure 7.5E).Because they link employees’ goals to organizationaldirections and their own individual growth needs, ourprofessional-development plans provide balance. Positionswith certification and licensure requirements also includetraining to maintain those requirements.24

Richland CollegeTeaching, Learning, Community Building5.2a(2) Key organizational training needsWe encourage eligible employees to take courses toward anassociate’s degree from any DCCCD college at no cost.Employees also take job-related courses, such as emergingcomputer specialties or business courses. After ten years ofservice, all full-time employees become eligible for theprofessional enhancement augmentation fund of $800 everythird year to support additional professional development.We offer sabbaticals for full-time faculty and administratorsafter every seven years of full-time service. The sabbaticaltypically involves an approved proposal for a learningexperience, either completion of a higher degree or a projectto benefit RLC. Full-time faculty may also “bank” credithours taught beyond those required, forgoing compensation atthat time to build credit equal to a full semester of teaching.They may use this “banked” time to either extend a sabbaticalor as a separate learning opportunity.Our orientation program allows new employees to learn aboutRLC, employee benefits, and ethical expectations to supportone of our key values. It also assures they complete all formson their first workday. ThunderSTARs view videosintroducing them to the Richland culture. New employees getThunderSTARs nametags to wear for the first month, so allemployees will know to welcome them. New employees’mentors escort them to their work areas to meet colleagues.The mentor is an experienced person available to answerquestions and help orient ThunderSTARs to our culture.The program exemplifies our value of “joy” in the workplace.Based on employee feedback, we redesigned theThunderSTARs orientation program in 2003. Now, on theirfirst day, we introduce new employees to many RLCtraditions with emphasis on our mission and values. We inviteall new employees to attend one of three annual LakesideChats, where the CEO and TT reinforce our traditions withemphasis on the Mission, Vision, and Values.The development of intercultural competence of all employeesis a key organizational focus. As the student and employeepopulations diversify, a critical need is to develop skills towork amicably and effectively in these diverse groups. Basedupon the experiences of more than 50 employees who haveattended the SIIC, the college has developed an 18-hourIntercultural Competence program that all employeescomplete over a six-year or shorter period (Figure 7.4E).To prepare for the anticipated retirement of a number of longtermemployees, we have focused on leadership developmenttraining for many years. TOLI’s leadership developmentseries provides skills in leading, empowerment, andcommunications behaviors. In addition, leadershipdevelopment plans usually include professional readings,seminars, participation in community and professionalassociations, civic work, and work with professionalconsultants and speakers. We are currently involved inprojects with Datatel, CQIN, and a THECB consortium to5 - Faculty and Staff Focusdevelop a multi-level leadership-development curriculum forinstitutions pursuing quality improvement. We are a pilot forsome of these new materials and are considering them forinclusion in TOLI offerings for leadership development.We require safety/risk management training for employees aspart of our overall safety program. In addition, our chief ofpolice leads a seminar addressing campus safety for adjunctfaculty. Employees who work with chemicals or powerequipment receive safety training prior to performing theirtasks. Likewise, all students who may encounter hazardousmaterials during the course of instruction receive training onthe labeling program and using personal protective equipment.5.2a(3) Input on training needsThe most important source of input from employees andsupervisors regarding education and training needs occursduring development of employees’ PDs/IAPs. We transmitthis information to TOLI staff members. They also conductregular needs-assessment interviews, surveys, and employeefocus groups to identify education, training program, andother development opportunity needs. Using these inputs, thestaff works with training experts to develop responsiveprograms. The experts also notify us of external learningopportunities that meet our training needs. TOLI incorporatesknowledge assets and organizational learning into learningsessions conducted within our cross-functional teams orthrough publications for learning in any of our best practicecommunication mechanisms.5.2a(4) Deliver education and trainingWe deliver training through various formal and informalapproaches, based upon the content, intent, and learning needsof the class. We conduct formal training activities throughclassroom-style approaches, seminars and workshops,distance learning, and STARLINK satellite broadcasts.Informal training includes structured OJT and mentoring.To determine training needs, we gather input from faculty andstaff through surveys and input from PD/IAP sessions todetermine the most appropriate delivery vehicles.TOLI relies on the expertise available in RLC and acrossDCCCD to provide most of our training. We have developedmuch of this expertise, based on employee participation intraining offered by groups like the SIIC and CQIN. Wheninternal expertise is unavailable, DCCCD provides highqualityexternal trainers to meet employee needs.5.2a(5) Reinforce knowledge and skills on the jobSupervisors work with faculty and staff to schedule training soemployees develop required skills as needed and reinforcethem through immediate use. Supervisors approve employees’professional development activities through the PD/IAP andspecial participation requests for opportunities that assureawareness of learning activities. Supervisors are thenresponsible for reinforcing knowledge and skills because thetraining becomes part of the performance evaluation record.The annual evaluation reflects assessment of learning and25

Richland CollegeTeaching, Learning, Community Buildingtransfer of skills. Through focus groups and interviews withsupervisors, TOLI staff help identify skill upgrades thatemployees need. As they develop training that responds tothose needs, the TOLI staff prepares supervisors to reinforcebehaviors and skills once employees return to work. TTselects teams for key national and international conferences,based upon the efficacy of proposals for transferring thelearning across the institution. Through the Career andSuccession Planning Questionnaire, TOLI identifies potentialteams and helps them develop strategies for disseminatinginformation to specific groups upon their return.As long-time employees prepare to retire, we take advantageof two DCCCD programs to retain their knowledge andexperience: 1) the Visiting Scholar Program gives us twoyears to train a potential understudy and 2) the Phased FacultyRetirement Program places faculty eligible for retirement on a49% contract for three years, during which time they can beassigned to special projects aimed at updating processes andtransferring their acquired knowledge and skills to others.5.2a(6) Evaluate education and training effectivenessAttendees evaluate training primarily through assessments,tabulated by TOLI staff and shared with supervisors, to assurethat training accomplishes its intent. Either the TOLI staff orthe presenters implement required improvements based onthese results. The value of professional-developmentopportunities is assessed in the annual employee/supervisorPD review and in interviews with supervisors and focusgroups. The TOLI staff receives this feedback for inclusion intheir training decisions. To evaluate the effectiveness of thesessions, our Intercultural Competence program uses the“IDI” assessment tool to measure intercultural competence atthe beginning and end of the training.Our employee satisfaction survey determines employees’perception of the value and quality of training provided. TTuses this and the results of KPI measures to evaluateaccessibility and deployment of training throughout thecollege. In various areas, supervisors use trends inperformance to evaluate training effectiveness. As aPDCA/ADLI process improvement, TOLI uses an online tool,implemented in spring 2004, for evaluating training.5.2b Motivation and Career DevelopmentBeginning on their first day on campus, we use ourThunderSTARS orientation to introduce new employees toour strong institutional culture of performance excellence andongoing learning. We encourage employees to continue theirformal education through advancement requirements, easyaccess to programs, and motivation strategies. Faculty receiveadded compensation based upon their educational level, sothey have a financial incentive to earn another advanceddegree. Although administrators and professional supportstaff receive no additional compensation for additionaldegrees, they often need degrees to advance their careers. ThePD/IAP process and the Career and Succession Planning5 - Faculty and Staff FocusQuestionnaire motivate employees to focus on continuedcareer development.To demonstrate our commitment to learning, we maintainspecific goals for professional development; currently 36 hoursyearly for both full-time and limited full-time employees. Thisis in addition to the augmented professional developmentexpected during employees’ first three years. TT reviewsperformance to this goal as part of KPI review andperformance reviews; thus, this goal receives strong focus andsupport from senior leaders. We allocate funds for employeetravel so they can attend workshops, conferences, seminars,and symposia that enhance student learning (Figure 7.3F). Theprocess for requesting funds to attend these activities requiresemployees to identify anticipated benefits and state how theyplan to implement and share what they learn [5.2a(5)].Preferential class scheduling and stipends encourage adjunctfaculty to participate in more than the three-hour/semesterminimum professional-development expectation.5.3 Faculty and Staff Well-Being and SatisfactionWe align our culture, values, and policies to maintain a safeand supportive environment so employees enjoy their workand are motivated and valued. Our employees truly are theservice we offer to students and the community and are,therefore, our most valuable resource.5.3a Work Environment5.3a(1) Improve workplace health, safety, and securityOur ThunderWellness Program (Figure 7.4H) improves themind-body-spirit health of every employee. Employees have afree, annual, full blood-chemistry analysis. The college nursereviews test results and addresses potential risks. Participantsdevelop a wellness plan, which may include physical exercise,mind-body health techniques, relaxation strategies, or otherwellness activities. Employees can leave work for up to 1.5hours each week for wellness activities if they also participatefor 1.5 hours on their own time. We support a well-equippedFitness Center that our students, employees, and communitymembers can use. The Center’s staff designs comprehensiveexercise profiles for users. As part of the Mind-Body Healthprogram, the library has a mind-body-spirit wellness referencecollection. We also hold seminars and discussions there toencourage employees to seek improved health. The outdoorTLC mindfulness labyrinth is a contemplative space dedicatedto whole-person health. In addition, we have set aside otherindoor space on campus for employee and student reflection.We maintain a strong focus on student and employee safetyand security (Figure 7.6E). Our Campus Safety Officer workswith the RLC Police, emergency RRT, DPS monitors, RMO,Facilities Services, Mail Room, Health Center, and the TT toconduct employee training, coordinate services, lead safetyaudits, and draft safety procedures.RLC Police protect the campus with licensed Texas peaceofficers. They patrol the campus seven days a week, 24 hoursa day. The department has strong liaisons with the local26

Richland CollegeTeaching, Learning, Community Buildingpolice, who respond to calls from our officers. Our policedepartment was a pioneer in the use of bicycle patrols, anespecially effective strategy on a college campus. The officerswho developed the bike patrol helped develop similarprograms in many police departments and at other colleges.The Facilities Services staff participates in regular health andsafety training (in English and Spanish) to help employeesrecognize and mitigate dangerous situations. State and federaloccupational safety and health agencies, working through theSafety Officer, regulate the college to assure full compliancewith requirements. We require all employees to complete riskmanagement and FERPA training on-line. Facilities Servicesprovides ergonomically supportive settings for all employees,who may meet with them to get appropriate furniture and aidsto improve their ergonomic situation.5.3a(2) Disaster and emergency preparednessTo prepare employees for implementing our disaster andemergency preparedness plan (6.2b(2), representatives fromevery building on campus comprise our RRT. Team membersreceive regular training and emergency preparedness kits.They rehearse to learn responses to potential emergencies.Safety procedures include suspension of activities due toinclement weather or other natural emergencies, includinglevel-red terror alerts. We regularly conduct safety audits andemergency responses for students and employees.The police department also sponsors a “Campus Watch”program that involves a representative from every building.This group meets regularly with police officers to reviewcampus crime issues and learn strategies for protection. Policeofficers publish “Crime Watch Tips” in the ThunderBridge.Our Department of Public Safety is responsible for emergencypreparedness, risk management, campus safety, and hazardousmaterials management. It addresses internal and externalregulatory requirements and compliance from insurance,federal, and state agencies. It covers safety inspections,investigations, and lawful disposal of hazardous materialsused in the course of instruction and operation of the facility.5.3b Faculty and Staff Support and Satisfaction5.3b(1) Determine key well-being factorsWe conduct the Campus Quality Survey every two years toidentify satisfaction with many aspects of the college and theimportance the employee attaches to those factors. Theresulting analysis helps us focus available resources on themost important concerns and well-being factors for eachsegment. We benchmark results against similar institutions.5.3b(2) Services, benefits, and policiesDistrict offers cafeteria-style benefits for all full-time andlimited full-time employees. They include health, prescription,life, dental, and disability insurance. Other benefits includecontribution to a retirement program, vacation and sick leave,14 paid holidays, two days for “extenuating circumstances,”and an Employee/Dependent Assistance Program that offersconfidential counseling services to full-time employees, their5 - Faculty and Staff Focusdependents, and household members. Employees may alsocontribute a portion of their sick leave for use by employeesfacing catastrophic situations with insufficient sick leave.We offer various policies to help employees balance work,family, intellectual, and community obligations in a caringatmosphere. When they have special schedule needs,employees work with supervisors to meet those needs withoutaffecting services to students, colleagues, or the community.Through “developmental leave” policies, supervisors mayapprove participation in opportunities requiring off-siteinvolvement if the results benefit the college. If ouremployees in the armed forces are called for active duty, weassure them of employment on their return.5.3b(3) Satisfaction determination methodsOur Campus Quality Survey (Figure 7.4J) is our primaryformal strategy for determining faculty and staff well-beingand satisfaction. This nationally normalized survey providescomparative data with like institutions. It is similar to theNLSSI, allowing us to compare results for analysis andidentification of trends. We conduct this survey anonymouslyevery two years, and selected demographic data enable us toanalyze needs and satisfaction among employee groups.TT designs our KPIs to provide supporting information aboutemployee satisfaction and well-being. In strategic KPI review,we track professional development (Figure 7.4F), diversity(Figure 7.6A), satisfaction with recognition (Figure 7.4K),leadership advancement, and injuries. Operational measuresinclude additional specific professional development (Figure7.4F), turnover (Figures 7.4A and 7.4B), lost vacation days,and overall satisfaction [text of 7.4a(3)] (Note: Due to spacelimitations, not all measures appear in Category 7). TTreviews these measures monthly, and when possible, theybenchmark measures against other DCCCD colleges andsources outside education. In its focus on employeesatisfaction, leadership strives to act effectively and sendstrong messages about our care and concern for employees.We use focus groups to delve deeper into issues identifiedthrough surveys and measures. These information-gatheringsettings provide actionable information to address issues. Weconduct focus groups, discussion circles, the “ListeningOutpost,” and informal meetings to maintain the currentpositive climate of employee well-being and motivation.5.3b(4) Relate to key organizational performanceEvaluations allow us to capture actionable information aboutthe effect of employee satisfaction on key organizationalresults. Our Campus Quality Survey somewhat mirrors thestudent satisfaction survey, and both student and facultyparticipate in the student engagement survey. These surveysshow the impact of employee satisfaction on studentsatisfaction.Through regular analysis of our KPIs that link our measurestogether, we analyze the effect of organizational learning onthe college’s performance in meeting our stated goals.27

Richland CollegeTeaching, Learning, Community Building6.1 Learning-Centered ProcessesOur broad range of educational programs and servicesprepares students for successful living and responsiblecitizenship in a rapidly changing world. Our “Enable allstudents to succeed” SPP guides and focuses our decisions.6.1a Learning-Centered Processes6.1a(1) Learning-centered processesWe identify learning-centered processes as those thatdirectly interface with students and accomplish our Missionand Purpose. We have identified four key student-learningprocesses and 13 well-defined student service processes; alist of six appears in Figure 6.1A. The seven servicefunctions omitted due to space constraints are 1) HealthServices, 2) Testing Center, 3) CTLC, 4) High School/Community Relations, 5) Disability Services, 6) TRIOPrograms, and 7) SPAR. Defining and focusing on thesekey processes enables us to prioritize resources for use inareas of greatest impact.These processes create value for the college because we 1)focus them on performance in areas important to student andorganizational success and 2) align them to our KPIs.6 - Process ManagementBecause they enable us to meet and exceed requirementsand expectations, these processes create value for studentsand other stakeholders (Figure P.1A). For example, a keystudent, regulatory, and community requirement is thateducation be accessible. To create strong value for thesestakeholders, we have a convenient location, affordablecourse offerings, effective advising, and appropriatedevelopmental education. We exceed the requirements bymaking quality education available to our diversecommunity [3.2a(1)] through off-peak hours; self-pacedoptions; and a variety of courses and delivery methods,including classroom instruction, learning labs, learningcommunities, Service Learning, academic enrichment, studyabroad, distance learning, fast-track scheduling, andtransferability (Figure 7.2M). To accommodate students’diverse lifestyles, we offer services, such as eConnect,eCampus, and Internet access, which even further maximizestudent success (Figures 7.5E and 7.5G).We describe in 3.1a(2) how our learning-centered processesaddress student educational, developmental, and well-beingneeds by our listening to students and stakeholders (Figure3.1A). We balance those varying needs during strategicKey Processes Process Requirements Key MeasuresStudent LearningCurriculum design approach –separate processes for Credit orTech-Occ and CE programsEducation delivery to curriculumdesignEducation effectiveness evaluationand improvement (QEP process)Student ServicesAdvising and Assessment- Appropriate use of learning techniquesand technology- Meeting student/stakeholder requirements- Inclusion of regulatory requirements- Meet requirements outlined in curriculumdesign- Continuously improve success of students- Assess student-learning outcomes-Student success for all student groups incredit/CE/Workforce courses (E)- Compliance to requirements (I)- Compliance to requirements (I)- Student success for all student grps (E)- Stakeholder satisfaction (E)- Student success for all student grps (E)- Stakeholder satisfaction (E)- Correct course placement- Formal articulation agreementsFinancial Aid- Government Regulations- High ethical standards & confidentiality- Control measuresCareer Placement Services - Accurate career information- Career counseling & exploration- PlacementAdmissions / Student Records - Effective data mgmt system- High ethical standards- Accuracy & timely access- Compliance with guidelines & policiesLibrary- Timely information access- Responsiveness- Infrastructure currency- Operational efficiencyCollege Police- Safe environment- NLSSI results (I)- Responsiveness- # campus crimes (I)- Helpful- # requests for assistance (I)(I) = in-process measure, (E)= end-process measureFigure 6.1A – Sample Key Learning-Centered Processes, Requirements, and Key Measures(Due to space constraints, a limited number of key measures appear in Category 7. Others are available on site.)- Point of service survey (I) - # transfers (E)- # articulation agrmts (E) - NLSSI results (I)- Annual $ disbursed & # served (E)- Sources, e.g., PELL (E)- NLSSI results (I)- Demographic data (E)- Point of service surveys (I)- NLSSI results (I)- FERPA requirements (E)- Comprehensive college catalog (E)- # Degree plans (I)- NLSSI results (I)- # volumes (E)- $/year (E)- NLSSI results (I)28

Richland CollegeTeaching, Learning, Community Buildingplanning for programs and offerings (2.1a). We designprocesses to incorporate requirements into programs bydirectly linking program elements to specific programrequirements. Curriculum committees annually review newand revised programs to ensure they are educationally soundand comply with applicable District, state, and accreditationguidelines as described in 6.1a(3). Upon completion ofprogram development, the VPSL/CEO validate that theprogram meets all student and operational requirements.6.1a(2) Determine requirementsWe identify key learning-centered process requirementsthrough the listening and learning approaches (Figure 3.1A)for students and for each stakeholder group. These includefederal requirements for access, safety, and other needs.Operational Institutional KPIs (shown in Figure 6.1A)represent the key performance requirements for ourlearning-centered processes. Under the external complianceKPI, specific requirements include workforce developmentprograms that must meet THECB requirements. Theseinclude a minimum of 15 graduates/completers and at least90% successful placement of graduates in jobs, military, orfollow-on education over a three-year period (Figure 7.1H).For Student Services, the SDC identifies and publishesrequirements for each process in the Student DevelopmentStandards and Guidelines for Student DevelopmentPrograms and Services. As an example, we show somerequirements in Figure 6.1A along with key measures thatensure we meet those requirements.As they prepare to implement programs, services, andofferings, faculty and staff participate in the design of thecourse/program/process and receive any training necessaryto improve their skills. One step in the design processspecifically identifies training needs for faculty [6.1a(3)].To anticipate and address individual differences in learningrates and styles, the “Curriculum Materials Development”phase of design uses learning styles as a basis fordevelopment. One activity in this phase involvesdetermining learning-teaching methods and strategies. Itincludes input from earlier phases to determine any specialdifferences in potential students and then applies learningtheories to address those differences. For most programs,however, because our student base represents a wide rangeof learning styles, we design programs and offerings toinclude a variety of active learning techniques for engagingstudents of all learning styles. As they implement aprogram, faculty determine additional delivery approachesbased on information gained through analysis of studentCOLLEAGUE data and needs identified in-course. Forexample, faculty view the XROP class roster screen toidentify students’ at-risk indicators, such as coursewithdrawals, repeats, and academic probation.Faculty receive ongoing training to identify and addresslearning styles. New faculty enter a three-year training6 - Process Managementprogram on principles of cooperative learning, teacherformation, learning styles, and classroom application.Faculty continue learning via professional developmentprovided by TOLI and the Technical Education Division.They also participate in professional developmentconferences related to innovative methods of instruction andchanging student requirements. Incentives encourageadjunct faculty to participate in professional developmentactivities as described in 5.2b. In addition, full-time facultyand staff complete annual Intercultural Competence trainingto enhance their skills in delivering educational programsand services across cultures, which supports our vision.Student-support services also consider the varying learningrates and styles of students as they design their services.From the beginning, academic and career advisors inEnrollment Management 1) assist students in designingschedules to accommodate their unique needs and 2) referthem to specific services to promote their success.We incorporate information about students and studentsegments into our design of programs and classes. We wantto engage them in active learning and to develop techniques,such as practicum, analytical projects, focus groups, labs,and Internet research during the “Curriculum MaterialsDevelopment” phase or as part of the “Implementation”phase. An advisory committee of industry members, faculty,staff, and other stakeholders supports each of our technicaloccupational/workforceprograms and meets at least twiceannually to address learning needs and directions. As weidentify changing student needs through environmentalscanning, target market analysis, student segmentation, andstudent feedback processes, curriculum review committeesidentify modifications to courses/programs.6.1a(3) Design processesFigure 6.1B shows our design-and-development process fornew academic credit courses. The process identifies keystudent requirements early in the process and incorporatesthese into our program design. Our cycles of improvementinclude feedback from designers and from those listed in ourlistening and learning approaches (see Figure 3.1A). Forexample, we lead the District in making processimprovements in streamlining curriculum approval andcompliance timelines at the college and the District Office.We identify the need for new courses in a number of ways(Figure 6.1B). We receive approval to develop and teachgeneral credit courses through either identification of thepre-existing course in the THECB Academic Course GuideManual (ACGM) or through approval from THECB. TheACGM is an inventory of all courses Texas communitycolleges may offer without prior approval. This enhancesagility when we identify the need for a new course. Leadfaculty design the course, including desired outcomes tied tothe ACGM, delivery modes, objectives, learning materials,and evaluation. Faculty develop a syllabus incorporating thecourse outline, calendar, class policies, contact information,29

SourcesRichland CollegeTeaching, Learning, Community BuildingStrategic PlanningEnrollment demandACGM opportunitiesBusiness requests for skillsProfessional accreditationOrganization’s web sitesRelationships with 4-yearuniversitiesCurriculum committeesAdvisory committeesState requirementsAssessFeasibility/DesirabilityResearch(ACGM,Unique Need,Sequence)and evaluation methods. Departments maintain a syllabusguideline that faculty use to ensure they address all keycourse requirements, including ACGM and core curriculum.Figure 6.1C shows our design and development process forProcess StepsActivitiesDCCCD ExploreIdentify WorkforceNeedsAssess Feasibility/DesirabilityApprovalDesign courseoutcomes, modeobjectives,materials,evaluation6 - Process ManagementDevelop syllabususing outline,calendar, policies,info, methods,sequenceFigure 6.1B – Academic Credit Course Design Process•Scan other colleges• Review Government Docs•Review Census Data• Research Internet & Pubs.•Review Student Input • Research Ind. & Prof Orgs•Review Faculty, Staff, Admin, & Advisory Input•Determine Enrollment•Survey Industry Needs• Benchmark• Cost AnalysisImplement &Evaluatenew technical-occupational/workforce-developmentprograms (versus a single course). We similarly use thismodel to revise existing programs by reviewing previouswork, analyzing proposed changes, redesigning programmaterials, and modifying program documentation. Creditworkforceeducation programs and non-credit CE programsover 360 hours use this process to develop programs. CEprograms with fewer than 360 contact hours use anabbreviated approval process to enhance agility in thedesign process and reduce cycle time to delivery.Figure 6.1C identifies student and stakeholder needs duringthe “Identifying Workforce Needs” phase through variousinputs. A complementary Performance-Based InstructionalDesign (P-Bid) Model, also in Figure 6.1C, determines thePerformance-Based Instructional Design(P-BID) ModelNeeds Assessment (Magnitude of trainingrequirement)•Identify potential employers & student targetpopulation•Determine potential number of of students/graduatesResearch & DesignApprovalCurriculumMaterialsDevelopmentImplementationCurriculumEvaluation/Review•Determine KSAs•Internet Research•Facilities/Equipment• Research Existing Curricula• Specify Lead Faculty• Develop Curriculum Pattern•Curriculum Com. Appr. • Tech Ed Review•Dean’s Approval• VP Review•College Approval• CCAB Board Approval•Develop Application• THECB Review & Approval•Review Outcomes• Develop Course/Method•Enhance WECM Outcomes • Determ Resource Needs•Input to to Course Master• Course Assessments•Create Syllabi• Update College Forms•Market Course•Set up Facility•Books, Equipment, Software• Assign Faculty• Build Schedule• Evaluate Course• Mandatory Reviews• Mandatory External Rev.• Other Reviews• Survey Employers• Class Evaluation Visits • Cost Effective Analysis• Student EvaluationsFigure 6.1C – New Program Development ProcessTechnical-Occupational/Workforce DevelopmentPerformance Criteria Analysis (PCAL) (Nature of oftraining requirement)•Validate functional skills required•Validate workforce competencies/learning outcomesrequiredDevelopment (Curriculum Documentation for trainingrequirement)•Validate skills/courses crosswalk•Submit approval documentationmagnitude and nature of training required. Wedesign foundation skills and workplacecompetencies into workforce education curricula toensure balanced development of students. Weidentify workplace competencies through PCAL.Industry subject matter experts validate thesecompetencies; then we list them in a matrixidentifying the course that addresses eachcompetency/outcome.We identify further feasibility requirements in thenext phase. Then we translate these into requiredknowledge, skills, and abilities in the “Research &30

Richland CollegeTeaching, Learning, Community BuildingDesign” phase through the PCAL process, which guidesdevelopment of learning objectives based on requiredoutcomes. From this, we develop the curriculum pattern,which specifies sequencing and approaches to learning. Inthe “Curriculum Materials Development” phase, wetranslate outcomes into syllabi and learning-teachingmethods and strategies. We develop assessments that ensurewe meet all requirements as we implement the program.During the “Implementation” phase, we provide studentswith services, such as tutoring through the CTLC, thatfurther support their needs. CTLC workshops includeLearning Styles, Time Management, Test Anxiety, TestPreparation, Problem Solving Skills, and other vital topics.Through a QEP improvement, faculty developed theScience Corner to improve in-course retention by makingcontent-specific help readily accessible to students.Our rigorous design model includes standards, requiredresearch, and review by college and District curriculum andindustry advisory committees. With the THECB, wemonitor high standards and performance through indicatorssuch as grades, learning outcomes, persistence, enrollments,graduation and placement rates, student and employersatisfaction, and faculty credentials.We design student service processes that include activitiesto meet stakeholder needs. These processes perform theactivities included in the PIIP process for design (Figure6.1D) by identifying and tracking requirements during thestep called “Identify Root Cause.” By using this commonmodel of design throughout the college, we assurestandardization and replicability of design. We documentour actions through the PIIP process and in work-processmechanisms, such as automated screens, forms, procedures,flow charts, and checklists. Because our design approachesdirect our service delivery, we have control over the processflow to ensure we meet our requirements.We build consideration of new technology into design earlyin the process. We investigate technologies through internaland external inputs and build new technology acquisition intothe annual budget-building process. The CEDC reviewsmonthly environmental data to 1) identify emerging trends fortechnology programs and 2) determine feasibility. In programdesign, cost analysis includes technology needs. Facultyinfuse technology into courses during implementation. Tofacilitate incorporation of e-technology into educationalprograms and offerings, we maintain 80 computer labs andover 2,000 computers. Our ratio for student-accessiblecomputers is 13:1. This accessibility to technology offerseducation designers a larger array of options for developingcourses and programs that engage students in active learning.Thirty-six percent of classes (305 faculty) use eCampustechnology (Fig. 7.5B) in teaching their courses.We incorporate organizational knowledge into our designsby reviewing lessons learned in previous design or PIIP6 - Process Managementefforts. Our employees share this knowledge on the intranet,and the subject matter experts on our design teams captureand integrate it into our programs.We sequence our design process and stipulate prerequisiteknowledge and skills required for success. We addresslinkages through research of other related courses andcurriculum in the “Research & Design” phase, which hasmany sequencing and linkage requirements. WECMprovides a state inventory of workforce education coursesand potential prerequisites for public two-year colleges.Thus, WECM adds consistency and quality to workforcecourses, as does the ACGM for general academic courses.We use our PCAL methodology in needs analysis to defineprerequisite skills. We use input and knowledge of feederand receiving schools to create linkages. Stakeholderuniversities and ISDs serve on our advisory committees tofacilitate linkages. We develop curriculum patterns to definethe required sequence of objective mastery. We balanceTHECB requirements with an analysis of progressive skills.In the “Curriculum Materials Development” phase, wespecify the program’s entrance competencies, performanceobjectives, workforce competencies, learning activities,capstone experiences, and evaluation methods.We address program design efficiency and effectiveness byincluding research findings in existing programs that mightbe adaptable first. Because we have examples of skillsanalysisdata and curricula available, we often establish jointcurriculum-development projects with other colleges. Thisconsortium approach reduces our cycle time, ourdevelopment costs, and our learning curve.Programs must meet a minimum number of credit andcontact hours with stipulated learning outcomes to complywith design requirements of SACS, THECB, GIPWE, andindustry requirements for skill proficiency. The programdevelopmentprocess directs our approach to formative andsummative assessments of learning, our primary methods forensuring ongoing programs and offerings meet requirements.We use other approaches to verify results, such as analysis ofcomplaints and student withdrawals, as well as the faculty’sobservations. Faculty groups informally analyze programquality and implementation effectiveness during their QEPreviews on assessment of student-learning outcomes. Annualprogram/discipline reviews provide summative assessmentsof programs, including performance data provided inTHECB Annual Data Profile, which is an externalsummative measure of success. Faculty, programcoordinators, and deans use these data to determine needs.6.1a(4) Key performance measuresKey performance measures for learning-centered processesare in Figure 6.1A. We use both qualitative and quantitativemeasures and assign in-process formative and end-processsummative measures. As we continue to improve keymeasurement systems, our measures evolve from informal31

Richland CollegeTeaching, Learning, Community Buildingmeasurements that identify performance issues tosystematically selected, reviewed, and evaluated methodsthat we use for analysis and proactive decision-making. Wedeveloped KPI measures in 2000 and improved our ProgramReview in 2004. As we matured, we added in-process andleading indicators (Figure 2.2A).We manage our daily operations using defined curriculumfor learning processes or standardized process drivers instudent services (i.e., forms automation, checklists, audits,etc.). This ensures we meet key performance requirementsby providing a repeatable system to meet requirements. Bymonitoring the associated key measures, we manage ourperformance to stakeholder requirements and ensurealignment of the system, as shown in Figure 6.1A.As we design new courses/programs, we developassessment requirements during the “CurriculumDevelopment” phase. Elements of formative assessmentinclude assignments, exams, presentations, projects, grades,and portfolios. Each course syllabus defines assessmentactivities and grading criteria. Faculty may augmentassignments to meet real-time needs of target students.The Technical Education Division conducts formativeassessment during each phase of program development. Tothis end, we use a process checklist based on definedelements from the needs assessment, performance criteriaanalysis, and application development. New-programapplications receive rigorous summative assessments,emphasizing student success indicators, such as in-classretention and grade distribution. We report other data bycourse and instructor type; as part of their QEPs, disciplinegroups may link these to specific outcome assessments.In education offerings, we receive real-time input from allstakeholders and partners through advisory committees,class participation, e-mail, and surveys. At the individualcourse level, faculty make real-time adjustments ininstructional strategies and time-on-subject to increasestudent success. In student services, we gather regular inputfrom students and stakeholders about each process toprovide direction and improvement opportunities. Thesecome in the form of in-process measures, such assolicitation of feedback in face-to-face encounters, e-mails,and periodic surveys. Employees use this information tomake immediate adjustments or for department dialogue.6.1a(5) Improve learning-centered processesOur learning-centered programs/offerings undergo ongoingevaluation through the annual Program/Discipline Reviewto improve credit programs and maximize student success.Workforce/CE evaluates course offerings quarterly usingindicators of enrollment and cost. When programs scorebelow preset ranges, we develop corrective action plans.Faculty and discipline workgroups test new curricularapproaches and measure results. Monthly KPI reviewsprovide executive-level evaluation of program effectivenessand efficiency. At various layers of the Thunion Report, TT6 - Process Managementconducts root cause analysis of performance variances andassigns a VP to work and track the issue through actionplans. IR disseminates results through KPI minutes andfollow-up reports. We participate in surveys and QEP toassess classroom learning and increase understanding ofstudent needs. Surveys provide 1) information about studentsatisfaction with instruction and 2) specific feedback tofaculty. Focus groups provide insights into survey findings.TT continues to refine these processes through PDCA/ADLIcycles to enhance our learning-centered processes. Collegeand District committees also assess curriculum redesign.The CEDC evaluates new programs and offerings throughenvironmental scanning and comparison to other collegesoffering similar programs. ACGM and WECM processesalso provide opportunities to evaluate courses and programs.This ensures compliance, improves efficiency, cuts costs ofredesign, and reduces cycle time through course reuse.Figure 6.1D represents the approach used throughout thecollege to improve student learning, student services, andsupport processes. It is similar for all groups, but differentgroups perform it in different ways. When an evaluationidentifies opportunities for improving our processes andapproaches, we assign ownership to the person/groupclosest to the issue to investigate root cause and develop anaction plan. We track these plans through monthly reviews.We disperse improvements via e-mail and employeenewsletters, KPI and QEP action plan review, the year-endreport, convocation, council meetings, and the PIIP website.DisseminateResultsLearningIntegrationEvaluate theProcessMeasureImpactIdentifyImprovementNeed1RLCEvaluation &ImprovementApproachImplement/PilotApproachAssignOwnership8 2DevelopSolutionIdentifyRootCause7 36 4Deployment5ApproachFigure 6.1D – Process Implementation/Improvement PlanThe QEP system offers another approach to improvinglearning-centered processes. Faculty and staff activelyengage in QEP initiatives aimed at enhancing studentlearning outcomes and improvement of services. Team32

Richland CollegeTeaching, Learning, Community Buildingleaders summarize QEP meeting discussions, file plans forQAC review, and share results. We share our successes andinsights through published reports, such as QEP Insights.6.2 Support Processes and Operational PlanningSupport processes ensure efficient and effective operationsand provide resources for staff and faculty to supportstudent success. TT provides leadership for supportprocesses with linkages to AS, PCAB, councils, andadvisory groups.6.2a Support Processes and Operational Planning6.2a(1) Key support processesWe determine our key support processes based on whetheror not they benefit our learning-centered processes. We haveeight key support processes; we show six in Figure 6.2Awith inputs, requirements, and key performance measures.The two key processes omitted due to space constraints are1) Information Services and 2) Resource Development.6.2a(2) Determine support process requirementsWe determine key support process requirements by inputfrom many sources including students, employees, partners,suppliers, and other stakeholders. Our strategic planning andbudgeting processes, our monthly KPI review, PCAB/TTand other council discussions, and inputs we show in Figure6.2A, all help determine the listed requirements. In addition,regulatory bodies cite regulations ranging from ADArequirements to permits and building codes and from fiscalaccountability to non-discrimination. DCCCD policies andprocedures set ranges, hiring policies, purchasingrequirements, etc., to ensure we meet these responsibilities.6.2a(3) Design processesWe design our support processes to meet key requirements,based on SPPs, organizational objectives, and review ofrelevant internal and external KPIs. We develop action plansfor findings below our target ranges and address these plansthrough PIIPs as we track them to completion. This ensureswe create support-process designs to meet identified needsof stakeholders. We build required actions into theworkflow via process documentation, which we also use todrive the process. When practical, we document processesthrough automated screens and procedures, forms, SOPs,flowcharts, and/or checklists.We consider new technology to support these processes inthe annual strategic planning and budget-building cyclethrough established annual allocations for new technology.We also investigate new or modified technologies duringthe PIIP “Develop Solution” phase through inputs fromvarious internal and external sources, similar to thosedescribed for learning-centered processes. For example, a2002 support system cycle of improvement involved theconversion of employee professional development trackingto COLLEAGUE. To support these inputs, District nowidentifies and deploys improved IT at all campuses.Our designs incorporate organizational knowledge throughinclusion of lessons learned in the PIIP process. We also6 - Process Managementanalyze previous cycle performance to set new annual,three-, and five-year KPI targets. In these, we monitorefficiencies, such as energy conservation, budget, andseveral internal control measures. The growing use oftechnology (eConnect) for processes, such as studentapplications and registration, yields operational efficienciesand reduces cycle time (Figure 7.5G).The PIIP guides implementation processes to the predetermineddocumented requirements, ensuring we achievedesign criteria. We often pilot these programs first to ensurewe meet requirements and achieve our expected results. Welead several District COLLEAGUE implementation teamsand are often the pilot for new technology initiatives.6.2a(4) Key performance measuresFigure 6.2A shows measures and inputs for supportprocesses. We show key in-process (I) input sources offeedback and end-process (E) summative sources used tomanage the processes, requirements, and key performancemeasures for each area. In addition, we analyze data fromKPI and QEP reviews and surveys of students, faculty,suppliers, and partners to evaluate process performance.Other in-process measures include point-of-service surveys,usage, and response time (Figure 7.5C and 7.5D).We facilitate daily operation of support processes throughdefined process documentation and tools, such as automatedscreens, forms, or other approaches. These ensure weconsistently achieve key performance requirements andmanage variability of processes. We align measures torequirements to ensure we monitor our effectiveness.6.2a(5) Minimize cost of inspectionsWe minimize costs associated with inspections, tests, andaudits by economies of scale derived from DCCCD, thuseliminating the need for most campus-level audits.Centralized bidding and supplier-selection processes alsosave costs. Many of our proactive approaches provide costavoidance, such as our all-inclusive equipment inspectionplan for preventive maintenance and replacement.DCCCD conducts ongoing internal audits of business officetransactions and issues findings to the Board and RLC. Wealso undergo external audits of our accounting practices.We minimize audit costs by ensuring that daily processesinclude collection and aggregation of data to support audits,whenever they occur. This eliminates the need forconcentrated energy directly prior to audits. Ouraccreditation preparation approach includes completion ofan annual self-assessment activity, such as this application,to minimize intensive re-accreditation effort. We alsominimize the cost of inspections and rework by 1)conducting root cause analysis of identified deficiencies and2) ensuring that we systematize error-correction activitiesinto the process improvements.6.2a(6) Improve support processesWe continually improve our support processes to achievebetter performance and relevance to RLC needs and33

Financial ServicesRichland CollegeTeaching, Learning, Community Building6 - Process ManagementProcess Input Sources/Feedback Requirements Key Measures- RLC Leaders’ directions (I,E) - Careful planning and- # reimbursable contact hours- Students (E)monitoring of expenditures - % budget spent by costs- DCCCD Svcs & Board inputs, - Efficient and effective use of - % budget expendedrequirements, audits (I,E)revenues- Total fund balance- Regulatory agencies’ reqs. (E)- NLSSI resultsFacilities ServicesInformationTechnologySupplier/PartnerRelationshipsBookstore, FoodService ,Custodial,Copying,Computer hw/swEmployee ServicesandProfessional Dev.InstitutionalResearch andEffectiveness- Faculty & staff requests (I,E)- Student requests (I,E)- Regulatory inputs (E)- Safety audit (I)- Committee input (I)- Committee/leadership input (I)- Students (E)- DCCCD standards (E)- District IT Committee inputs (E)- DCCCD standards (E)- RLC Leaders’ directions (I,E)- Faculty/staff requests (I)- Community requests (I)- Regulatory inputs (I,E)- Supplier/partner score card (I,E)- Employee requirements (I,E)- Leadership direction (I,E)- Regulatory requirements (E)- Leadership input (I,E)- Faculty/staff (E)- Departmental research requests (I)- Responsiveness- Student/workforce safety- Meet regulatory requirements- Operational efficiency- Campus aesthetics- Timely information access- Infrastructure currency- Expenditures within budget- Responsiveness- Timely public relations- Healthy & safe students/workforce- Operational efficiency- Employee diversity- Employee retention- Employee development- Healthy and safe employees- Timely and accurateinformation and analysis fordata-informed decisions- Custodial Advisory Comm.- Energy conservation- Meet regulatory requirements- NLSSI results- Facilities Services Survey- Campus Quality Survey- % computers meeting stds- % budget technology expense- NLSSI results- Fund 12 and Fund 13 income- # complaints- Employee health & safetycompliance with external stds- Utility costs/sf- kWhs/sf- Employee satisfaction/turnover- Employee diversity- Employee learning- Employee health & safety- Campus Quality Survey- Monthly KPI & QEP feedbk- # studies and cycle time(I) = in-process measure, (E)= end-process measureFigure 6.2A– Sample Key Support Processes, Inputs, Requirements, and Key Measuresdirections through the PIIP approach in Figure 6.1D. Forexample, Facilities Services initiated a number ofimprovements toward energy conservation including“green” building design as noted in 1.2c. Figure 6.2A showshow TT and others identify OFIs through monthly KPIreview of measures.6.2bOperational Planning6.2b(1) Planning financial resourcesWe ensure adequate financial resources to support dailyoperations and financial obligations through carefulplanning and budget management, both at the college andsystem levels. In October, we submit income and contacthour projections for the next year to the VCBA. He usesfinancial modeling approaches to 1) ensure adequate currentoperational funds, 2) handle capital debt, and 3) supportgrowth. He then prepares a preliminary budget allocation forthe system and the colleges, based on revenues from thestate, local taxes, tuition, and interest from investments. Weadjust programs to support major new education initiativestriggered by environmental scans. We then build our annualcollege budget proposal with careful alignment to ourstrategic plan. We adjust for demand for courses andservices to ensure our customer focus. We use our financialKPIs, the financial elements of our program review, andbusiness plans to assess financial risks of current operationsand new initiatives. In May, we submit our final budgetrequest to the VCBA to be part of the overall DCCCDbudget. The Board of Trustees monitors the system budgetthrough formal reviews, using a rubric for sound fiduciaryoversight derived from the Carver Policy GovernanceModel. The DCCCD Business Procedures Manual outlinesthe timeline and each step of the process.6.2b(2) Continuity of operationsOur Department of Public Safety (DPS) oversees emergencypreparedness approaches, risk management, campus safety,and hazardous materials management. We have all-inclusivepolicies and procedures for emergencies. These involve notonly police, but also the emergency RRT, made up ofrepresentatives from every building on campus. TheEmergency Response Plan addresses fire, severe weather,bomb threats, hazardous materials, chemical and bioterrorismincidents, hostage/violent criminal actions, anddemonstrations/riots. In addition to this plan, other policiesand procedures set expectations of operations in case ofweather or national emergencies. Employees participate indrills and training regularly on these procedures. Because itensures continuity in the event of a disaster, our RRTapproach is the model for others.34

Richland CollegeTeaching, Learning, Community BuildingWe serve a richly diverse, vibrant, and ever changingcommunity. We evolve as they evolve through our creativeapproaches and vigorous determination. Figure 7.3A reflectsthe changing face of our student population as state andnational events have triggered economic challenges in ourcommunity. An increasing number of students are choosingto begin their college education with us (many for financialreasons) and then transfer to a four-year university. Thesestudents (called “Transfers”) would have previously startedat a university.Richland responded to the changing needs of students byincreasing availability of core curriculum courses,optimizing resources, adjusting scheduling to alternativeformats, targeting underserved segments such as theHispanic/Latino population with increased information andservices, and increasing focus on Developmental Educationto help under-prepared students become college ready.Empowered and competent faculty and staff (7.4 results)who use innovative approaches to teaching and learning (7.5results) forge our success. We see the effectiveness of theseapproaches in our student learning results (see 7.1 results)and in strong student and stakeholder relationships andsatisfaction (7.2 results). This yields steady financialperformance (7.3 results). Leadership binds the collegetogether in common goals and directions (7.6 results). OurStrategic and Operational KPIs identified in Figure 2.2Ainform our decisions and allow us to continue to pursueever-higher levels of performance.7.1 Student Learning ResultsThe Strategic KPIs for SPP “Enable all students to succeed”relate to tracking and improving results of student learning.This item shows our performance in these KPIs andadditional Operational KPIs. Throughout this item, wecompare RLC to competitors, best-in-class consortiummembers, and to other similar colleges that have “bestperformance”ratings in the DCCCD (“peer” institutions),Texas, and the United States.7.1a Student Learning ResultsStudent success in learning is evaluated in two ways:Classroom grade performance (a leading indicator), andattainment of student’s educational goals (a laggingindicator). Classroom grade performance for credit/corecourses are two Strategic KPIs. Segmentation of theseresults lets us analyze our success in reaching andpromoting success within our target populations (two moreStrategic KPIs). Figure 7.1A shows the results of 1) gradeperformance in credit/core courses for all students and 2)credit course grade performance for ethnic targetpopulations. We have improved in student gradeperformance since 1999.To validate this success, we compare grade performance topeer colleges. Figure 7.1B shows comparative credit gradeperformance. Since 1999, we have consistently7 – Organizational Performance Results(%)757065605550outperformed two peer colleges. In 2004, we exceeded Peer3, a best-in-class benchmark performer in this area.AllStdntsCredit/Core Percent A, B, or C Grades99-00 00-01 01-02 02-03 03-04 04-05CredtGoalAfrAmerHispSource: DCCCD Census Date Student StatisticsAsianCoreGoodCoreGoalFigure 7.1A – Credit/Core Percent A, B, or C Grades70%60%50%40%30%20%10%0%Fall Term Credit Percent A,B,C GradesTargetRLC Peer1 Peer2 Peer32000 2001 2002 2003 2004Source: DCCCD Grade Distribution ReportsGoodFigure 7.1B – Fall Term Credit Percent A,B,C GradesFigure 7.1C shows credit grade performance for additionaltarget segments of students. We continue improvedperformance in transfer courses, our largest student segment.We have rebounded from a temporary decrease in the underpreparedsegment (03-04) attributed to a change in staterequirements eliminating mandatory remediation.9080706050Percent A,B,C by Target Segments99-00 00-01 01-0202-03 03-04 04-05Overall Credit Target40(%) Transfer Under Tech/ OccPrepared CrSource: DCCCD Colleague SystemTargetGoodTech/ OccCEFigure 7.1C – Percent A, B, C by Target SegmentsWe also measure student success through understandingwhether students achieve their stated educational goals. Theprimary goal for most of our students is to achieve successin gaining the core curriculum requirements so they maytransfer to a four-year institution. We demonstrate35

Richland CollegeTeaching, Learning, Community Buildingoutstanding success in the number of students who completethe core curriculum including all target student segments.Figure 7.1D documents our success in helping studentsattain this goal, and shows our different focus from that ofour peer colleges who emphasize their technicaloccupationalprograms.# Students450040003500300025002000150010005000Core Completers (Comparative)Total Hisp. Afr. Amer Asian Other01-02 02-03 03-04 04-05 RLC Peer 1 Peer 2 Peer 3RLCSource: DCCCD Colleague SystemCumulativeFigure 7.1D – Core Completers (Comparative)Our Operational KPI to monitor actual performance oftransfers is for cohorts of students who transfer to four-yearinstitutions. Results in Figure 7.1E show that we outperformpeers and continue to improve. Results from THECB lag bytwo years; therefore, most current results are for 2001-2002.01/0200/0199/0098/9997/98Transfer Students to 4-Year InstitutionsRLCPeer1Peer2Peer3TargetGood(%) 10 15 20 25 30 35 40 45 50Source: THECB Automated Students Follow-up SystemFigure 7.1E –Transfer Students to 4-Year InstitutionsOur students frequently transfer to the two closestuniversities, UNT and UTD. RLC transfer students to theseinstitutions perform comparably in their GPA as comparedto transfer students from all other Texas communitycolleges and native students, those admitted to Texasuniversities as freshmen under highly competitive admissionstandards (Figure 7.1F).Another educational goal for some students is to achieve acertificate or associate’s degree. Figure 7.1G shows successin goal achievement for students seeking a certificate orassociate’s degree. We exceed our target and our peers indegree completion. Our continuing drop in tech-occenrollment is beginning to be reflected in lower certificatecompletion (Figure 7.3B).7 – Organizational Performance ResultsSemester SchoolGPA of RLC GPA of All CCTransfers TransfersFall 00 - Spr 01 UNT 2.81 2.82Fall 01 - Spr 02 UNT 2.82 2.83Fall 02 - Spr 03UNT 2.82 2.83UTD 2.85 2.84Fall 03 - Spr 04UNT 2.85 2.85UTD 2.92 2.94 - NativeSource: Transfer reports from each institution as availableFigure 7.1F – Student Transfer Performance8007006005004003002001000RLC 01/02TargetRLC 02/03Number Students Receiving Certificates andAssociate DegreesRLC 03/04RLC 04/05Peer1 03/04Peer2 03/04Associate's DegreesSource: DCCCD Colleague SystemAnglo Af. Amer. HispanicAsian OtherPeer3 03/04GoodRLC 01/02RLC 02/03RLC 03/04TargetRLC 04/05CertificatesFigure 7.1G – Number Students Receiving Certificatesand Associate DegreesA segment of students has an educational goal of immediateemployment through our Technical/WorkforceDevelopment programs. Figure 7.1H shows employmentrates of Technical/Workforce Development graduatescompared to DCCCD, state averages, and to CCCCD, ourneighbor competitor. These THECB data lag by two years.100%80%60%40%20%0%Employment Rate of WorkforceDevelopment GraduatesRLC Peer1 Peer2Peer 3 CCCCD DCCCD Avg.State97-98 98-99 99-00 00-01 01-02Source: Texas Community & Tech. College FactbookFigure 7.1H – Employment Rate of WorkforceDevelopment GraduatesPeer1 03/04Peer2 03/04Good7.2 Student- and Stakeholder-FocusedSatisfaction and good will of students and stakeholders arekey elements of our success, and as our student andcommunity needs have changed, so have we. We trackperformance in this area through our SPP “Enable allstudents to succeed” (Figure 2.2A). We include stakeholder36Peer3 03/04

Richland CollegeTeaching, Learning, Community Buildingmeasures in the priorities for “Identify and meet communityand education needs” and “Improve efficiency andeffectiveness of college programs and operations” (also2.2A). As described in Item 3.2, we determine studentsatisfaction through the national NLSSI and CCSSE surveys(alternating years), various student point-of-service surveys,and student focus groups. In some results of studentsatisfaction on the NLSSI, there is a slight downward datapoint. This may be attributable to the increasing universitytransfer and reverse transfer population whose expectationsand demands are higher. Figure 7.2A shows that class timesand variety have reached the top five most important itemsfor the first time as many students chose to attend RLC forits flexibility as an effective alternative to starting at a fouryearuniversity. We have made improvements to addressthese results including alternative schedules and increasedassistance with financial aid in order to improve satisfaction.7.2a Student- and Stakeholder7.2a(1) Student/Stakeholder satisfactionFigure 7.2A shows NLSSI results for the five areas studentsrate as most important. In this survey, “norm” results signifystrong comparative benchmarks, as only high performingcolleges typically use the survey. In 2004, RLC was abovethe national norm on six of the twelve satisfaction scales.Respondents rated RLC’s instruction and services above thenational norm on 42 of 79 survey items.Student Satisfaction in the 5 Most Important ItemsClasses Scheduled (Imp.6.43)Class time convenient(6.43)Quality of Instruction(Imp. 6.36)Variety of Courses (Imp.6.29)Intellectual Growth (Imp.6.26)4.0 5.0 6.0 7.0Source: NLSSI 1998, 2000, 2002, 20041998 Norm1998 Satisf2000 Norm2000 Satisf2002 Norm2002 Satisf2004 Norm2004 SatisfGoodFigure 7.2A – Student Satisfaction in the 5 MostImportant ItemsFigure 7.2B shows segmented results of the 2004 survey inthree NLSSI summary questions. Asian students reportedlower levels in all three areas. However, all groups reported90% or greater that we met their expectations. We conductfocus groups and action plans to address issues as needed.Additional segmented data for both the NLSSI and theCCSSE surveys are available on site.7 – Organizational Performance ResultsWould enrollhere againOverall satwithexperienceExperiencemetexpectationsStudent Satisfaction by SegmentEthnic AngloEthnic Afr-AmerEthnic Hispanic Ethnic AsianAge

9085807570656055Richland CollegeTeaching, Learning, Community Buildingplans have enabled us to improve our retention rate sixpercent during a six-year period. Thus, our retention rate nowapproaches that of the state peer group. Because we trailJCCC’s benchmark performance, we have action plans tocontinue improving our in-course retention rate.100%90%80%70%60%50%GoodIn-Course Student RetentionRLC Target82%RLCPeer2TX Peer GroupCCCCDPeer1Peer3N. Harris Mont.JCCC1999 2000 2001 2002 2003Source: THECB LBB % of Course CompletersFigure 7.2D –In-Course Student Retention ComparisonWe analyze student retention information by studentsegment to identify methods for improving our retention ofspecific student groups. Figure 7.2E shows the results ofthis segmented analysis for our key target studentpopulations. It also illustrates our success in obtaining,assisting, and retaining these populations over six years.50(%)Transfer% Retention Credit Success by Segment1999-00 2000-01 2001-022002-03 2003-04 2004-05UnderPrepTech/OccCrAll CreditCredit AfrAmSource: DCCCD Census Date Student StatisticsCreditHispRLC TargetsCreditAsianFigure 7.2E – % Retention Credit Success by SegmentCoreFigure 7.2F demonstrates perceived value of our highschool dual-credit program (described in 3.1b) throughincreased participation. High school programs provide a keyarea of student and stakeholder relationship development.The dual-credit program, initiated in 1989, allows homeschooled students across the county and high schoolstudents in RISD, HPISD, and Hillcrest High School to takecollege courses to fulfill high school course requirementsand receive credit towards an associate’s degree. Dual-creditenrollment has grown and evolved rapidly, partially due to7 – Organizational Performance Resultsour partnership with Brighter Horizon’s entire HS senioryear, now a dual-credit program. Our proposed RichlandCharter High School (RCHS) lets us set an aggressive targetof 325,000 contact hours by 2007-2008 to exceed Peer 2’sleadership in this market and we will offer dual-credit forthe first time in GISD in 2005-2006.Hours200,000150,000100,00050,0000GoodDual-Credit Contact HoursRLCPeer 1Peer 2Peer 3GoalGoal99/00 00/01 01/02 02/03 03/04 04/05Source: DCCCD Colleague System, Dual-Credit DatabasesFigure 7.2F – Dual-credit Contact HoursInnovative and effective involvement in our service area highschools and partnership/grant programs lets us assist underservedpopulations and help them gain access to highereducation. These various programs, described in Category 3,include our TRIO programs, Upward Bound, and the “VanLang Project” (Figure 7.2G).KPI Report, August 2004Innovative Partnerships & CollaborationsGrant Program Cum. Goal PerformanceVan Lang Project 88GISD Upward Bound 51RISD Upward Bound 52Summer Youth Grant 170Mentoring Program 100Minority Business Retreat 138Public School Visits 1,729Total 720 2328Source: KPI Report, August 2004Figure 7.2G – Innovative Partnerships & CollaborationsFigure 7.2H may best demonstrate our effectiverelationships with students and stakeholders. Enrollment hasgrown significantly, partially due to population growth andhow we care for students, our external relationships, andinnovative programs and services. Fall 2003’s enrollmentwas down slightly due to decreases in international studentsafter 9/11, and decreased technology enrollment after arealayoffs. We attribute our continued overall enrollmenthealth to special efforts and programs to attract a diversestudent body to enhance “whole person” learning.Figure 7.2I shows the effectiveness of our continuing effortsto establish this diverse environment. We have experiencedincreasing success in attracting and retaining a diversestudent population (see also Figure 7.6A).38

15,00013,00011,0003,0002,5002,0001,5001,0005000AfrAmerHispRichland CollegeTeaching, Learning, Community BuildingTarget Segment Credit Enrollment GrowthAsian2000 2001 2002 2003 2004 2005IntlAfrAmerHispAsianIntlAfrAmerHispAsian7 – Organizational Performance ResultsIntlAfrAmerHispRLC Peer1 Peer2 Peer3Source: DCCCD Census Date Student Statistics6005004003002001009,0007,0005,0000Fall01Comparative Fall Credit Enrollment# Rising Star Students in Credit ClassesSpr02RLC Peer1Peer2 Peer3 Target 304Fall02Spr03RLCPeer22000 2001 2002 2003 2004 2005Source: DCCCD Census Date Student StatisticsFall03Source: DCCCD Colleague SystemSpr04Peer1Peer3Fall04Spr05GoodFigure 7.2H – Comparative Fall Credit EnrollmentFigure 7.2I – Target Segment Credit Enrollment GrowthWe track enrollment levels of our Rising Star students(Figure 7.2J), who receive stipends for assistance withtuition and books based upon eligibility factors: 1)graduated in the top 40% of their high school class or have a“B” or better average and 2) match income guidelines.Individuals make private donations to the DCCCDFoundation to fund this program. Enrollment grew from 184in fall 2001 to our current level of 443, almost matchingPeer 2, a founding college for this program.Figure 7.2J – # Rising Star Students in Credit ClassesFall05To enhance education access, we maintain low tuition ratescompared to other alternatives. Figure 7.2K compares ourtuition rates to other adjacent community colleges (TarrantCounty and Collin County), and local four-year universities(UTD and UNT). Our tuition rates remain the lowest of allcommunity colleges in Texas.As part of our relationship building approach, we providemultiple formal and informal methods to receive complaintsand suggestions [3.2a(3)]. Figure 7.2L demonstrates theperceived effectiveness of those mechanisms. Bettercommunication yielded the significant 2002 improvement.Our 2004 performance dropped slightly as did the nationalnorm. We are improving our complaintmanagement system through focused collegewideefforts.AsianScoreGoodIntl$6,000$5,000$4,000$3,000$2,000$1,000$0Student needs for course time offerings havechanged over time with more of our studentpopulation working or with familyresponsibilities. To address those needs weprovide a variety of alternative formatofferings such as fast track classes, flexclasses, weekend or distance learning classes.We offer 20%-30% of our classes in analternative format to accommodate thesestudents as shown in Figure 7.2M.GoodTuition Comparison Fall 2005RLCIn State FallOut-of-state FallTCCSource: College Web SitesCCCCDUTDUNTFigure 7.2K – Tuition Comparison Fall 20055.004.904.804.704.604.504.40Satisfaction with Complaint ChannelAvailabilityNational Norms1998 2000 2002 2004Source: NLSSI 1998, 2000, 2002, 2004GoodFigure 7.2L – Satisfaction with Complaint ChannelAvailability39

30%20%10%0%Richland CollegeTeaching, Learning, Community BuildingAlternative Format as Percent of Total Classes40%00-01 01-02 02-03* 03-04 04-05Source: DCCCD Colleague System *no Summer 2 termGoodFigure 7.2M – Alternative Format as % of Total Classes7.3 Budgetary, Financial, & MarketOur strong record of accomplishment demonstrates ourfiduciary responsibility and efficient use of resources. Wemaintain financial results for RLC, and the DCCCD ServiceCenter reports and audits them internally and externally (seeFigures 7.6F and 7.6G). We maintain our KPI for Revenuesand Expenditures under our SPP “Improve efficiency andeffectiveness of College programs and operations.”7.3a Budgetary, Financial & Market7.3a(1) Budgetary and FinancialA key source of RLC’s financial resources is statereimbursablecontact hours. Thus, contact hours are aStrategic KPI for financial success. Our largest percentage ofstudents is transfer students. Figure 7.3A demonstrates thesignificant percentage of these students compared to thosewho are in technical-occupational, developmental, andcontinuing education reimbursable courses. This percentageof transfer students continues to grow as the needs of ourcommunity changes, driven in part because of threesignificant events. The September 11 th terrorist disastercaused tighter immigration laws and thus decreasedenrollments of international and ESOL students. Thecollapse of the Telecom Corridor ® affected computertechnologyclasses (technical-occupational programs).Changes in legislation temporarily reduced contact hours forremedial classes. We show an increase in state-reimbursablecontact hours for credit and transfer courses in Figure 7.3B.Our tech-occ courses continue to decline as a result of theexternal environment (Figure 7.3A). We far exceed our peercolleges in reimbursable contact hours.Within our community-related SPP, we have an OperationalKPI for contact hours from Corporate Services. Figure 7.3Cshows 2004-2005 results are increasing after the dip in2002-2003 from significant area economic instability.Figure 7.3D shows our performance using our budgetresources effectively. In budget performance, we havedecreased our cost to budget while we have improvedservices, added appropriate employees, and implementedinnovative approaches. We monitor investment in percent ofbudget for instruction to maintain focus on student learningat the forefront. Our cost savings and operationalimprovements allow us to outperform our budget and7 – Organizational Performance Resultsprovide greater advantage to our taxpayers. We allocateunspent budget to additional full-time faculty, upgradedclassroom equipment, furniture, and reserves.5,000,0004,500,0004,000,0003,500,0003,000,0002,500,0002,000,0001,500,0001,000,000500,0000Good99/00Contact Hour GrowthSept 1100/01TransferTech-OccDevelop.CE Reimb.Telecom CorridorCollapse01/02Source: DCCCD Colleague System6,000,0005,000,0004,000,0003,000,0002,000,0001,000,000002/0303/04State RemediationMandateEliminated04/05Figure 7.3A –Contact Hour GrowthProj 08/09Reimbursable Credit Contact HoursRLC CreditPeer2 CreditRLC TransferRLC Tech-OccGoodPeer1 CreditPeer3 CreditRLC RemedialRLC Credit Goal99/00 00/01 01/02 02/03* 03/04 04/05Source: DCCCD Census Data *No summer 2 termProj 10/11Tech-Occ TargetFigure 7.3B – Reimbursable Credit Contact HoursCorporate Services Contact Hours120,000100,00080,00060,00040,00020,0000GoodCorp. Svc.Corp. Svc. Goal99/00 00/01 01/02 02/03 03/04 04/05Source: Program Director databaseFigure 7.3C – Corporate Services Contact Hours40

Richland CollegeTeaching, Learning, Community Building7 – Organizational Performance Resultst% Budget Spen$ 4,000$ 3,000$ 2,000$ 1,000$0100806040200Budget Performance99/00 00/01 01/0202/03 03/04 04/05Goals =< 75%Good> 45%GoodPayroll InstructionSource: DCCCD Colleague SystemFigure 7.3D –Budget PerformanceOf TotalCost Analysis per Student and HourRLC 01/02 RLC 02/03 RLC 03/04 RLC 04/05Source: DCCCD Colleague System< 99.5%98 5%GoodFigure 7.3E and 7.3F demonstrate performance in costmanagement and investment in our employees. The NCCBPconsists of 91 colleges pursuing performance excellence andrepresents top performance. We maintain a low cost per credithour and per FTE student and are within one point of the top10 th percentile of this benchmark group. We invest more inour staff professional development than 91% of this group.RLC Cost/FTE Student (Left Axis)Cost/FTE Benchmark MedianCost/FTE 90th PercentileRLC Cost/Credit Hour (Right Axis)Cost/Cred Hr Benchmark MedianCost/Cred Hr 90th PercentileFigure 7.3E – Cost Analysis per Student and HourGrant funding is another Strategic KPI measure. Figure7.3G shows the effect of our strategies and shifts in focus. In2001 our priorities shifted from grant funding towardprogram growth. In 2002 we refocused on different types ofgrant funding to align with specific strategies for growth.We benchmark Sinclair Community College, one of the topperformers in grant funding success.Figure 7.3H shows growth in our operating fund balance,which is our financial “safety net” and capital improvementfund. Our goal is a minimum of $1M. We have tagged thecurrent amount over $1M to pay off a loan to DCCCD foran expanded capital project now completed.$120$100$80$60$40$20$0$1,200$1,000$800$600$400$200$0Professional Development Expense / FTERLC Prof. Dev. Exp/FTEProf Dev Benchmark MedianProf Dev 90th Percentile01/02 02/03 03/04 04/05Source: DCCCD Colleague System($)Figure 7.3F – Cost AnalysisGrant Attainment Success14,000,00012,000,00010,000,0008,000,0006,000,0004,000,0002,000,000Goal099-00 00-01 01-02 02-03 03-04 04-05RLC New Grant $ RLC GoalSinclair Ttl Grant $ RLC Ttl Grant $GoodSource: RLC Resource Development OfficeYear End FundFigure 7.3G – Grant Attainment SuccessOperating Fund Balance$8,000,00099-00 00-01 01-02$7,000,00002-03 03-04 04-05$6,000,000$5,000,000$4,000,000$3,000,000Target $1M$2,000,000$1,000,000$0RLC Peer1 Peer2 Peer3Source: DCCCD Colleague SystemFigure 7.3H –Operating Fund Balance7.3a(2) Market performanceWe track two KPIs to monitor market share under the SPP“Identify and respond to community educational needs.”Figure 7.3I shows how we have attracted high schoolgraduates from our service area within one year of theirgraduation from high school. Our market share of graduatesremains relatively stable at high levels of performancedespite the elimination of the second summer session in2002. We have implemented an aggressive targetedrecruitment plan including the addition of a staff position tomarket to key segments such as the Hispanic/Latino targetsegment. We also added a second full-time administrator tocoordinate a more aggressive dual-credit program.41

Richland CollegeTeaching, Learning, Community Building7 – Organizational Performance Results%50403020100% HS Graduates Within One Year% 99Grads % 00Grads% 01Grads% 02Grads%03Grads%04GradsSource: Colleague, Service area HS data, various institution IR(%)14.0012.0010.008.006.004.002.000.00RLCMiami Dade CollegeCollege of DuPageTarrant County CCJohnson County CCOne-year goalNCCBP Benchmark MedianNCCBP Benchmark 90th %GoodFigure 7.3I – High School Graduates Market ShareFigure 7.3J shows results of our KPI measure for ourservice area population’s market share and market share ofour targeted ethnically diverse population. The total marketshare for our service area has been relatively flat, while ourAfrican-American segment has grown. We haveaggressively implemented action plans to improveperformance in attracting Hispanic and Asian segments.Market Share of Service Area1999-00 2000-012001-02 2002-032003-04 2004-05GoalBenchm MedianBenchm 90thGoodTotal Af Amer Hispanic AsianSource: DCCCD Colleague System, US Census, August 2003Figure 7.3J –Market Share of Service AreaAnother area of market share growth is from studentsoutside our service area (Figure 7.3K). Enrollment fromoutside the area contributes to continued growth. Historicalanalysis indicates that 35%-40% is our preferred balance ofoutside service area enrollment to maintain communityconnectedness. We remain within our range of tolerance.7.4a Faculty-and Staff-Related Results7.4a(1) Work system performanceAn important measure of organizational and work systemeffectiveness is the use of multiple approaches to year-(%)806040200Market Share from Outside Service AreaRLCPeer2Upper LimitPeer1Peer3Lower LimitFall00 Fall01 Fall02 Fall03 Fall04 Fall05Source: DCCCD Colleague SystemFigure 7.3K – Outside Service Area Market Shareround, full-time instructional staffing. Attendant benefits ofincreased enrollment, retention, and improved studentperformance saved an estimated $1M.Another key measure of work system performance isturnover (Figure 7.4A). Turnover remains relatively stable,yet we exceed our peer colleges and outperform turnoverrates for two recent Baldrige recipients’ publishedinformation. Much of our turnover results from retirementsand our commitment to ongoing leadership development,which causes us occasionally to lose employees to othercolleges. Twenty-two former Richlanders have progressed topositions as higher education CEOs.Turnover Rate (%)20151050Employee Turnover for Full-time StaffGoodRLCPeer1Peer2Peer3RLC Goal MBNQA Rec 1MBNQA Rec 299/00 00/01 01/02 02/03 03/04 04/05Source: DCCCD Colleague SystemFigure 7.4A – Employee Turnover for Full-time StaffRLC employee turnover is somewhat higher than our peercolleges due to a higher number of planned retirements forwhich we are prepared. Figure 7.4B shows the analysis ofthe most current year’s turnover by years of service. All four15+ years service are retirements. Our highest turnover is inPSS positions, many after they receive their associate’sdegrees and progress beyond entry-level positions.42

Richland CollegeTeaching, Learning, Community Building7 – Organizational Performance ResultsTurnover Analysis by Years of ServiceAY03/04AY04/05Length of Service # % # %< 1 year 2 4.30% 3 6.25%1 - 4.99 20 42.55% 18 37.50%5 - 10.99 13 27.66% 19 39.58%11 - 14.99 3 6.38% 4 8.33%15+ years 9 19.15% 4 8.33%Total 47 100% 48 100%Source: DCCCD Colleague SystemFigure 7.4B – Turnover by ServiceFigure 7.4C shows these changing demographic shifts withincreasing 25.1+ year personnel. This figure also shows oursuccess in addressing this challenge with increasingnumbers of new employees and their retention over time.Our proactive planning described in Category 5 allows us toimprove our base of 5- to 15-year employees to fill the rolesof those who will be leaving.ees# of Employ30025020015010050Years of Service1999-2000 2000-20012001-2002 2002-20032003-2004 2004-2005025Years of ServiceSource: DCCCD Colleague SystemFigure 7.4C – Years of ServiceDiversity of students and employees is a key area ofimportance. We focus significant resources to ensure adiverse culture, helping people learn to work successfullyand value diversity. Figure 7.6A compares our currentdiversity in our employee base to the diversity of ourstudent base and service area. This measure demonstratesour success in moving toward our strategic diversity goals.We also have a very high diversity level in managerialpositions demonstrating our commitment to developingminority and women leaders. Figure 7.4D shows ourincreasing levels of diversity in management as compared toa 2003 Baldrige recipient.We base the effectiveness of our work system upon ourability to work together and value one another. We offerspecific training in Intercultural Competence to developemployees in diversity. Figure 7.4E shows results from theparticipant surveys over the four years of training toRLC MBNQA Rec 3% Min/Women % Min % Min/WomenAY04-05 72% 34% N/AAY03-04 69% 32% 20%AY02-03 70% 33% 20%Source: HR DatabaseFigure 7.4D – Diversity in Managementdetermine program effectiveness. As the program has settledin, evaluations have decreased slightly after two years ofconsistent increases. We are conducting a root-causeanalysis so we can initiate corrective actions. As revealed,understanding of Intercultural Competence increasedsignificantly after our training sessions that employeesviewed as informative, quality programs.UnderstandingBeforeUnderstandingAfterInformation IsUsefulOverallValue/QualityRecommendWorkshopIntercultural Competence Rating forGood/Excellent00/01 Cumulative02/03 Cumulative03/04 Cumulative04/05 CumulativeGood0% 20% 40% 60% 80% 100%Source: TOLI Database, August 2004Figure 7.4E – Intercultural Competence RatingAll full-time employees participate in QEP activities. As hasbeen described, we widely use QEP discipline andworkgroup teams for problem solving and best practicesharing. For 2004-2005, our QEP discipline teams assessstudent-learning outcomes; however, almost all staffworkgroup teams assess their services. Administrators focusprimarily on implementing or improving key processes.7.4a(2) Learning and developmentWe measure employee development through our KPIs forEmployee Learning shown in Figure 7.4F. Over 90% of ouremployees exceeded professional developmentrequirements. In addition, over 90% of instructional staffand 66% of adjunct faculty participated in CooperativeLearning training. We also track VOE training, arequirement for new full-time faculty.43

1009080706050403020100Richland CollegeTeaching, Learning, Community BuildingGoalx sEveft)ceedf. D, lPro(ftSource: TOLI DatabaseEmployee LearningGoal Goal00/01 01/0202/0304/0503/04p.allpl)Emt (emNe wO rienn ewrativet, lft,r)opeg (fotheCoLnoreSc4.54.03.53.02.52.01.51.00.50.0GoalGoodallftE (wVOnemntp &faculty)Figure 7.4F – Employee LearningSupervisors/employees must complete designated annualtraining requirements for risk management purposes. Figure7.4G shows deployment levels of this training. Each year weadd training with a current focus.7.4a(3) Well-being, satisfaction, and dissatisfactionAnother key cultural aspect of our work system is ourcommitment to help employees develop wellness habits,tracked by our Operational KPI for wellness. Figure 7.4Hshows the number of employees participating in ourWellness Program. Compared to our peers, RLC excels inemployee participation in this benefits program.The amount of workers compensation claims paid (Figure7.4I) is another measure that helps us understand employeesafety and well-being. Of all the peer colleges, we had thesecond lowest dollar amount of claims paid in 2003-04 andour lowest in five years. 2004-05 results are preliminary.We use the CQS survey (Figure 7.4J) for regularmeasurement of employees’ expectations and satisfaction.Our scores we re notably above the national norm in all eightareas in 2005. Our overallsatisfaction score for 2000 was76%, but it increasedsubstantially to over 80% for2002 and 2005. Our responserate also improved from 395employees in 2000 to over 500 in2002 and 2005.New, improved initiativesemerged from the survey resultsin 2002 as described in 5.1 and5.2, including the expansion ofExcellence in Teachingrecognition to all adjuncts forboth credit and continuingeducation and the inclusion ofcross-functional QEP circles ontopics that enhanceretention/customer service.tMgershipporTopLeadSu7 – Organizational Performance ResultsEm ploy eeTraining &RecognitionCampus Quality Survey - SatisfactionRLC May-98RLC Fall-022-yr Coll Compare May-002-yr Coll Compare Spr-05Empowerment& Teamwo rkSource: Campus Quality Survey 98, 00, 02, 05Year # Superv/Empl % Empl Theme2000/01 117 Supervisors 100% Superv Training2001/02 104 Supervisors 100% Superv Training2002/ 03 510 Employees 100% Sexual Harassm2003/04 547 Employees 100% FERPASource: RLC HR DepartmentFigure 7.4G – DCCCD Supervisory Trainingsant# Particip3002001000erCustomFocu sWellness Program Participation99/00 00/01 01/02 02/03 03/04 04/05Wellness Partic Wellness Goal% ParticipationPeer 2Peer 1Peer 3Source: Wellness Program DatabaseFigure 7.4H – Wellness Program Participation$140,000.00$120,000.00$100,000.00$80,000.00$60,000.00$40,000.00$20,000.00Workers Compensation Claims Paid$0.00Source: HR Dept99-00 00-0101-02 02-0303-04 04-05*RLC May-00RLC Spr-052-yr Coll Compare Fall-02Quality &Productiv ityImprovem entcStrategiQualit yPlanningMeasurem ent& AnalysisNo upd80%60%40%20%0%GoodGoodRLC Peer I Peer 2 Peer 3Figure 7.4I – Workers Compensation Claims PaidFigure 7.4J – Campus Quality Survey – SatisfactionNo updGoodQualityAs suran ce44

Richland CollegeTeaching, Learning, Community BuildingThese actions maintained our 2002 survey results for 2005.For example, Figure 7.4K demonstrates the positive effectsof focused actions segmented by employee group.54.543.532.521.510.50Employee Satisfaction with Recognition1998 RLC 2000 RLC2002 RLC 2005 RLC1998 Nat Norm 2000 Nat Norm2002 Nat Norm 2005 Nat.NormProf. Supp (2005) Faculty (2005)Admin (2005)TargetTargetEmployees rewarded Administratorsfor job performance recognize employeesSource: Campus Quality Survey, 98,00,02,05Figure 7.4K – Employee Satisfaction with Recognition7.5 Organizational Effectiveness ResultsThe outcome of having effective HR systems (7.4) is thestrong performance of employee processes leadingultimately to increased credit enrollments and contact hours(7.2 and 7.3). Our strong financial position and stablemarket share (7.3) position us for continued success.7.5a Organizational Effectiveness Results7.5a(1) Learning-centered process effectivenessThe NLSSI survey measures the effectiveness of theeducation process (Figure 7.5A) and our student supportprocesses from the student’s point of view. Figure 7.5Ashows results of various instruction process-orientedquestions. Scores decreased negligibly due to changingdemographics, yet they remain very high.The CCSSE survey indicates student engagement in theireducation and various types of learning interaction (Figure7.5B). We share data with 21 NCCBP Colleges consideredbest-in-class. Our results compare favorably to both theNCCBP and results from participating large colleges (8,000to 14,999 students).7 – Organizational Performance ResultsExcellentQua lity ofInstructionStudentDifferencesConsideredTimelyFeedback onProgressStudent Satisfactio n with InstructionFair &UnbiasedTargetFall '04Fall '02Fall '00Fall '98Fall '04 NormFall '02 NormFall '00 NormFall '98 NormGood0 1 2 3 4 5 6 7Source: NLSSI Fall 98, 00, 02, 04 and CCSSE Fall 02 and 04Figure 7.5A – Student Satisfaction with Instruction2004 CCSSE Engagement in LearningSupport forLearnersStudent EffortActive/CollaborativeLearningRLCNCCBP CollLarge Coll(%) 40.0 45.0 50.0 55.0 60.0Source: CCSSE Fall 04Figure 7.5B – 2004 CCSSE Engagement in Learning4.504.003.50An NLSSI item that indicates overall academic support3.00satisfaction addresses one of our Strategic KPIs that tracksstudent services processes. Figure 7.5C shows that, whilesome areas show a very slight decrease in 2004 (less than aLibrary Bookstore Labs Academictenth of a point for most) our levels have improvedsupportsignificantly since 1998 in all surveyed areas because of ourSource: NLSSI 1998, 2000, 2002, 2004focused improvement actions. We moved above the nationalnorm in 2002 in all areas shown and remained there in 2004. Figure 7.5C – Satisfaction with Student Support ServicesScore7.006.506.005.505.00Satisfaction with Student Support ServicesRLC1998 2000 2002 2004TargetNormRLCNormRLCNormTargetRLCGoodNorm45

Richland CollegeTeaching, Learning, Community BuildingWhile NLSSI and CCSSE survey results provide lagginginformation for improvement purposes, student servicesand many other support service areas conduct point-ofservicesurveys to allow just-in-time adjustments. Figure7.5D summarizes overall satisfaction results for some ofthese surveys.Fall 01 Fall 02 Fall 03 Fall 04Advising 96.45% 98.04% 96.15% 99%Health Center 98.49% 100% 100% 100%Library 85-90% 85-90% 85-90% N/ACareer Services 76.75% 86.02% 97.67% 92%Testing Center N/A N/A N/A 75%Source: Various POS databasesFigure 7.5D – Point of Service Satisfaction SurveysA key component of student learning strategy is expandingappropriate use of technology in and out of instruction.Figure 7.5E demonstrates increased faculty use of eCampustechnology in credit classes. We have increased usagemarkedly, particularly compared to Peer 3, an early adopter.sof Classe6050403020%100% of eCampus Usage in Credit Classes1Fall02Spr0RLCPeer2RLC Target2Fall03Spr0Source: DCCCD COLLEAGUE System3Fall0Peer1Peer34Spr04Fall0odGor05SpFigure 7.5E – Percent usage of eCampus in ClassesSchedule analysis is a key operational measure of efficiencythat we use to manage our human and physical resources.One measure is the percent of classes that are at least at 80%room capacity. The other measure is the percent of classesthat have an actual enrollment that is at least 70% of thedesired enrollment. In 2004-2005, effective actionsimproved our classroom utilization during spring and fall(Figure 7.5F).To improve efficiency and effectiveness of our advisingprocess, we updated technological strategies, whichallowed us to have more students register on-line. Figure7.5G shows the percentage of new students who submittedtheir application on-line and the percent of eligiblestudents registering on-line. Our students continue toincrease their use of these technologies. Staff use a varietyof communications management tools to inform studentsconcerning eConnect availability. We survey students whowere eligible to register via eConnect but did not do so to7 – Organizational Performance Resultsdetermine improvements for the system or improvementsto communications.Percent9080706050403020100Sp'03Sp'04Sp'05Schedule AnalysisF'03F'04Sp'04F'04Sp'04F'04Sp'04GoodF'04RLC Peer 1 Peer 2 Peer 3% classes >= 80% room capacity% classes actual enroll >= 70% desiredRoom Capacity GoalEnrollment GoalSource: DCCCD Colleague System806040200Figure 7.5F – Schedule AnalysisOn-line Application and Registration% Application % Apps Target% Peer1 Apps % Peer2 Apps% Peer3 Apps % Registration% Regist. Target % Peer1 Reg% Peer2 Reg % Peer3 RegGoodF'01 S'02 F'02 S'03 F'03 S'04 F'04 S'05Source: DCCCD COLLEAGUE SystemFigure 7.5G – Online Application and RegistrationFinancial aid is a key determinant for many students in theirability to attend college. Figure 7.5H reflects our ongoingefforts to provide funding for these students.YearPercent of Students2002 - 2003 20.61%2003 - 2004 23.67%2004 - 2005 20.96%*Summer 1 data are not yet completeSource: Financial Aid DatabaseFigure 7.5H – Financial Aid ProvidedAlthough not shown here due to space limitations, multipleother measures of instructional and student support processeffectiveness (Figure 6.1A) are available for review.46

Richland CollegeTeaching, Learning, Community Building7.5a(2) Support process effectivenessMost support process groups use survey results as wellas direct performance measures (Figure 6.2A) toevaluate performance and provide rapid response tochanging needs. For example, to compare performanceto its KPI measures, our IT department evaluates itsability to maintain our infrastructure levels (Figure7.5I). We consistently maintain 100% compliance withstandards to plan for both administrative andinstructional compute rs.Because of the impact on student s, we closely monitorsupplier perf ormance. F igure 7.5J shows the results ofour suppliers of collegebookstore and food servicesover a three-year peri od. This figure shows their growthand success (which provides for re tention an d thusincreased student satisfaction) as w ell as the numberand types of complaints received about them. Resultsfor other suppliers are available on site.100%80%60%40%20%0%Percent Computers Meeting Plan01-02 02-03 03-04 04-05Admin ComputersSource: RLC IT Office databaseGoal = 100%GoodInstructionalComputersFigure 7.5I – Percent Computers Meeting Plan7 – Organizational Performance ResultsRLC Score Card from Suppliers - Spring 2005"Rate RLC's performance as aRLC Best Customercustomer in…"Overall performancePaying bills on timeGiving actionable feedbackGiving time to performProviding our requirementsOrder accuracySource: Supplier Score CardGood4.0 4.2 4.4 4.6 4.8 5.0Figure 7.5K – RLC Score Card from Suppliers – Spr 05management performance (performance as a customer).Figure 7.5K demonstrates the results from the first “ScoreCard” from spring 2005.We show other support process results in Category 7 toinclude:• Financial Services - % Budget (Figures 7.3D and7.3E), and Fund Balance (Figures 7.3H)• Human Resources - various within 7.4All other support process results shown in Figure 6.2A areavailable for review on site.Supplier Performance in Financial and ComplaintsBookstore09/04 –08/0509/03 –08/0409/02 –08/0309/01 –08/02Net Sales $2.9M $3.1M $2.66M $2.7 MCommissions $280K $297K $263K $262K# Complaints 1 2 1 0Nature ofComplaintsInsuff.TextsInsuff.TextsInsuff.TextsFood Services09/04 –08/0509/03 –08/0409/02 –08/0309/ 01 –08/ 02Net Sales N/A $414K $331K $450KSpace Rent $4,800 N/A N/A N/A# Complaints 1 0 0 4Nature ofComplaintsStolenBooks-- --Source: Supplier Monthly Performance ReportsFigure 7.5J – Supplier PerformanceSrv, Price,VarietyAs a cycle of improvement, we have recently begunsurveying our key suppliers and partners to determine howwell we are enabling their success through our supplier7.6 Leadership and Social Responsibility ResultsAn integral part of our mission to engage in communitybuilding involves ensuring stakeholder trust and activecommunity involvement.7.6a Governance and Social Responsibility7.6a(1) Organizational strategyAnother Strategic KPI is employee diversity. Figure 7.6Ashows how our student and employee diversity reflects ourservice area demography. We conduct specific targetedrecruitment efforts to historically unde r-served populationsfor both students and staff.7.6a(2) Ethical behavior / stakeholder trustBecause most students are also members of the community,one method to determine community trust and perception isthrough the NLSSI survey (Figure 7.6B). We exceeded thenational norm all four years, and in 2002, we improved ourscores because we worked to become more visible in thecommunity. We also use various community discussions andfocus groups to evaluate and build community trust. Whileour 2004 rating dipped only slightly, in May of 2004, 70%of voters affirmed their trust in us as they approved theDCCCD $450M bond package.47

80%70%60%50%40%30%20%10%0%AngloRichland CollegeTeaching, Learning, Community BuildingAfr-Amer% Minority CreditStudents BenchmarkTop 10%HispanicAsianFaculty/Staff & Student DiversityOtherAngloRLCAfr-AmerHispanicAsianOther7 – Organizational Performance Results% Minority EmployeesBenchmarkRLCTop 10%AngloAfr-AmerService Area 2000 CensusDataStudentsFaculty/StaffSource: DCCCD Official Student Statistics, US Census data, DCCCD HR records, NCCBPFigure 7.6A – Faculty, Staff, & Student DiversityCommunity Perception of CollegeQuestion 1998 2000 2002 2004Good community reputation 5.63 5.54 5.66 5.59Community reputation norm 5.43 5.47 5.49 5.52Source: NLSSI 98, 00, 02, 04Figure 7.6B – Community Perception (NLSSI)One method we use to evaluate level of knowledge ofinternal controls and ethical and legal behaviors is theannual Self-Control Audit (Figure 7.6C). Employeesrespond to different sets of questions annually about internalcontrols. We conduct information sessions as needed toimprove knowledge of our controls.AY00-01 Yes % No %Budget Issues 76.94 23.06Procurement of Go ods and Services 86.2413.76Travel 92.31 7.69AY01-02 Yes % No %Asset Safeguards 82.91 17.09Time Assessment and Accountability 86.85 13.15Grievance 73.71 26.29AY02-03 Yes % No %Suppl Employment Agreements 87.30 12.70FERPA Complian ce 81.00 19.00Hiring 91.88 8.12AY03-04 Yes % No %Gift and Donation Policy 64.9027.48Employee Reimbursements 71.87 19.78Human Resources/Payroll 82.90 10.94Professional Services Contracts 78.7711.93AY04-05 Yes % No %Asset Safeguards 90.73 8.94Time Assessment and Accountability 89.72 8.01Grievance 81.43 12.57Budget Issues 87.60 7.52Source: Report on CSA Survey ResultsFigure 7.6C – Control Self-Assessment ResultsHispanicAsian1999-002000-012001-022002-032003-042004-05OtherPositive relat with studentsEmployee Upward EvaluationShare info regularlyHave trust in mePay attention to my inputCommitted to quality servStudents are top priorityFigure 7.6D demonstrates the highlevel of trust that employees have inthe administrators of theorganization and their perception ofhow committed administrators are tothe well-being of the College andstudents. We demonstrate continuedimprovement over the four years ofthe survey.Our KPI for number of campuscrimes (Figure 7.6E) addressesstakeholder trust. In 2002/03 we hadchanges in record keeping. We setgoals for 2002/03, 2003/04, and2004/05 as .01% of annual FTEenrollment equating to 317,347, and315 respectively.Norm 20052005200220001998Good2.0 2.5 3.0 3.5 4.0 4.5 5.0Source: Campus Quality Survey 98, 00, 02, 05Figure 7.6D – Employee Upward Evaluation400350300250200150100500140Number of Campus Crimes125Goal = < 31784135 14134717199/00 00/01 01/02 02/03 03/04 04/05Source: RLC Police Department DatabaseFigure 7.6E – Number of Campus Crimes3157.6a(3) Fiscal AccountabilityAssurance of fiscal accountability occurs both within andindependent of the College. The District Business Officeconducts independent internal audits regularly on a differentfunction each year. Figure 7.6F shows the function, thefindings, and the status of those findings for each of the lastfive years.dGoo48

Richland CollegeTeaching, Learning, Community Building7 – Organizational Performance ResultsInternal Audit 2001 2002 2003Accounts Receivable Yes Corrected Yes Corrected Yes CorrectedTax Shelter Annuities Yes CorrectedUpward Bound Grant Yes CorrectedInstructional Software NoGrant Funded Tuition Yes CorrectedReg & Adm Records Yes CorrectedPhysical Inventory No Yes In ProgressGrants-Time & Effort Yes CorrectedStu Travel & Field Trips Yes CorrectedFaculty & Staff Travel Yes CorrectedMandatory Vacation Yes Corrected Yes CorrectedCampus Purchase Orders Yes CorrectedDual-credit Enrollment Yes CorrectedEmployee Tuition WaiverNoRestricted Funds Yes Corrected Yes CorrectedProf Service Contracts Yes CorrectedTravel ExpenseYes Corrected Yes Addressed Yes Corrected NoFixed A ssets InventoryNo NoFuel Inv ent and UseYes CorrectedHazardous Material Yes CorrectedInternational StudentsNoAccounts Payable Cycle No No NoHR–New Employee Setup Yes Yes CorrectedPurchasing Cycle Yes Yes In ProgressGrant – In School Services No Yes CorrectedSource: Annual DCCCD Internal Audit ReportFigure 7.6F – Internal Audit ResultsFigure 7.6G shows the results of our annual externalsatisfaction of the employee, demonstrated by the fact thatfinancial audit and our credit-rating results since 2001 (theonly community college in the nation to ho ld AAA ratings).no formal claims have been lodged.Sexual Harassment ClaimsExternal Financial Audits # Findings StatusFormal Informal Other1999 1 Corrected2000 0 2 02000 02001 0 1 12001 02002 0 0 02002 02003 0 0 12003 2 Corrected2004 0 6** 1**2004 02005 0 1 1Credit Ratings by Year Moody Fitch2001 Aa2 -2003 Aaa AAA2004 Aaa AAASource: DCCCD External Audit ReportFigure 7.6G –External Audits & Credit Ratings7. 6a(4) Regulatory and legal complianceFigure 7.6H represents results in legal liability to provide asafe workplace for employees. This figure shows thenumber of sexual harassment claims submitted by year.Weaddress all informal claims immediately and to the2004 2005Areas Audited (diff. audit/yr) Findings Status Findings Status Findings Status Findings Status Findings StatusSource: Richland College Office of HR**A message or anonymous call with no evidence or contactto support the complaint. In 2004, one never responded toattempts to research to determine if formal vs. informal.Figure 7.6H – Sexual Harassment ClaimsFigure 7.6I summarizes the outcomes from our 2003 “DeskReview” from THECB. We qualified for this Desk Reviewrather than an on-site review because we met all standardsin 2000 after corrections. In 2003 it became more difficult toqualify as an exemplary program, but our Horticultureprogram nonetheless became one of only four exemplaryprograms in the state.49

20151050%RLCRichland CollegeTeaching, Learning, Community BuildingTHECB Review forTechnical-OccupationProgramser1PeLoan Default Rates1999 2000 2001 2001 Goal2002 2002 Goal 2003 2003 Goaler2PeDesk R eviewNov. 2003er3PeCDCCCSource: US Department of Education ReportGoodOn-SiteReviewAug.2002St andards to be met 12 11St andards met 107St andards not met 24# of programs 18 18# of Exemplary programs 15# of prog rated continuing 15 13# of programs deactivated 2* 0Source: THECB Review Reports* Voluntarily deactivated by RLC p rior to D esk ReviewFigure 7.6I – THECB DeskAuditReviewSeveral measures, includ ing HazCom, food s ervice,adherence to grant objectives, THECB requirements, SACSaccreditation, and Loan Default, comprise the measure f orex ternal requirements in complian ce . The DOE can denyfinancial aid funds to institutions that fail to keep loandefault rates at a reasonable level. Figure 7.6J shows ourrate has held steady. Data from USDOE la g by two years.TCCNHMFigure 7.6J – Loan Default Rates7.6a(5) Support of key communitiesFigure 7.6K demonstrates our level of involveme nt in theState Employee Charitable Campaign (SECC) each year asour key comm unity financial contribution. O ur level ofparticipation is strong as compared to our peers.State Employee Charitable CampaignGoal Total $Peer1Peer2$120,000$300Peer3Avg $/Empl$100,000$250$80,000$200$60,000 $150$40,000$100$20,000$50$0$0Good2000 2001 2002 2003 2004Source: SECC Campaign DatabaseFigure 7.6K – State Employee Charitable Campaign7 – Organizational Performance ResultsWe describe results in community support in 1.2c. We alsotrack numbers and types of community ev ents (omitteddueto space constraints). Leadership had 44 participants in2003-2004. We hav e 553 Emeritus volunteers this year; theyser ved 3,605 hours. In a ddition, 681 students and 51facultyser ved 12,847 hours in Service Learning projects.We proudly list our most recent awards and recognitions inFigu re 7.6L.RLC AWARDS and RECOGNITIONS• RLC' s Articulated AS Engineering Degree received theMetroplex Technology Business Council's Tech Titan of theFuture Award. Thisnew award recognizes one Dallas-FortWorth educational institution for its innovative approachesto perpetuate tech-related knowledge transfer and to providesupport for students choosing engineering and technology-related disciplines. (2005)• Quality Texas Foundation named RLC a recipient of the TexasAward for Performance Excellence. (2005)• SACS selected RLC as one of eight higher education institutions topilot the new accreditation/reaffirmation process. We achievedcom mendations for visionary leadership and were in fullcompliance with no recommendations. (2002)• The Leaguefor Innovation in the Community Colle ge selectedRLC as one of 12 community colleges in the U.S. and Canada toparticipatein the five-year Vanguard Learning Proje ct to developinstitution-wide learnin g models of best practices. (1998-2003)• APQC named RLC one of five “Best Pra ctice” U.S. institutionsba sed on a national benchmarking study to identify best practices inremedial and ESOL education. (1999)• AACU named RLC as one of 16 institutions noted for visionarycampus-wide innovations in undergraduate education. As a“Leadership Institution,” RLC is a role-model institution of theGreater Expectations Consortium on Quality Education. (2001)• RLC was one of five nationally selected mentor colleges for theMicrosoft-sponsored Working Connections grant administered bythe AACC. (1998-2003)• The RLC Library rec eived the Community College LearningRe sources Award for Program Development (1999), theAmerican Library Association/Information Today Library ofthe Future Award ( 2001) (the only community college library toreceive this award), andthe Excelle nce in Academic LibrariesAward (2004) that recognizes one outstanding communitycollege annually for exemplary support of its institutionalmission.• RLC was one of four nationally recognized ESOL programs andone of seven in developmental education in Yes We Can!, apublication of the League for Innovation in the CommunityCollege and AACC. (2003)• RLC was one of seven mentor colleges for AACC’s NationalService Learning project, “Broadening Horizons.” (2000-04)• RLC’s non-scholarship athletic teams are first in NJCAA orNCAA history to hold simultaneously three national titles inmen’s soccer, women’s soccer, and baseball. (2004)• RLC received one of only four THECB “exemplary” programstate awards. (2004)Figure 7.6L – RLC Recognition50