Category Five: Leading and Communicating

Processes

5P1 Mission and Values

In 2005, revised mission and values statements were developed by the Strategic Planning Committee, which consisted of faculty, staff, administration, students, and community members. The revised statements were then communicated to all faculty and staff by email for additional input. The final revision became part of the Strategic Plan and was incorporated into all STI publications.

In spring 2010, the STI Administrative Team again reviewed STI’s mission, vision and values and requested a vision statement change to read, “Creating Workforce Excellence.” This change request was opened for input and comment from faculty and staff through an electronic vision survey. Faculty and staff voted to accept the changes prior to approval by the STI Council and the Sioux Falls School Board.

5P2 Setting Directions

Once developed, these institutional goals are approved by the STI Council and are communicated to faculty and staff during the fall in-service and discussed throughout the year in faculty and staff meetings.

In addition to the institutional goals developed by the Administrative Team based on input from STI stakeholders including STI employees, the STI Council, Advisory Committees and state and business leaders, each program and service area at the institute develops its own action projects to accomplish these goals or related goals. Goals are followed and measured throughout the year with final outcomes statements required for all actions. In-service time is set aside to reinforce the importance of faculty involvement in developing action projects for their program areas. Time is also given to work on action projects, strategize with program team members, and network with other faculty.

The Futures Team includes representation from all key groups across the campus. This broad cross-section of members helps ensure that the needs and expectations of key stakeholder groups will be addressed. During the 2008-2009 school year, the Futures Team conducted a SWOT analysis as background for the current strategic plan.

Through the use of industry forums, collaboration with industry partners, Advisory Committees, local and state workforce development organizations, area business and industry leaders, and clinical, preceptor and internship evaluations, STI is able to gauge the needs of the region it serves. A specific process for program development has been created to maintain a strong focus on student academic achievement and learning (see 1P 3 ).

By assuring that all goals and action projects meet the STI mission and values, by gaining input from key stakeholders, and by analyzing STI key performance indicators, the institute is able to keep the direction of the institute focused on students and student learning.

5P3 Meeting Student and Stakeholder Needs and Expectations

Once developed, these institutional goals are approved by the STI Council and are communicated to faculty and staff during the fall in-service and discussed throughout the year in faculty and staff meetings.

In addition to the institutional goals developed by the Administrative Team based on input from STI stakeholders including STI employees, the STI Council, Advisory Committees and state and business leaders, each program and service area at the institute develops its own action projects to accomplish these goals or related goals. Goals are followed and measured throughout the year with final outcomes statements required for all actions. In-service time is set aside to reinforce the importance of faculty involvement in developing action projects for their program areas. Time is also given to work on action projects, strategize with program team members, and network with other faculty.

The Futures Team includes representation from all key groups across the campus. This broad cross-section of members helps ensure that the needs and expectations of key stakeholder groups will be addressed. During the 2008-2009 school year, the Futures Team conducted a SWOT analysis as background for the current strategic plan.

Through the use of industry forums, collaboration with industry partners, Advisory Committees, local and state workforce development organizations, area business and industry leaders, and clinical, preceptor and internship evaluations, STI is able to gauge the needs of the region it serves. A specific process for program development has been created to maintain a strong focus on student academic achievement and learning (see 1P 3 ).

By assuring that all goals and action projects meet the STI mission and values, by gaining input from key stakeholders, and by analyzing STI key performance indicators, the institute is able to keep the direction of the institute focused on students and student learning.

5P4 Student Learning Focus

Once developed, these institutional goals are approved by the STI Council and are communicated to faculty and staff during the fall in-service and discussed throughout the year in faculty and staff meetings.

In addition to the institutional goals developed by the Administrative Team based on input from STI stakeholders including STI employees, the STI Council, Advisory Committees and state and business leaders, each program and service area at the institute develops its own action projects  to accomplish these goals or related goals. Goals are followed and measured throughout the year with final outcomes statements required for all actions. In-service time is set aside to reinforce the importance of faculty involvement in developing action projects for their program areas. Time is also given to work on action projects, strategize with program team members, and network with other faculty.

The Futures Team includes representation from all key groups across the campus. This broad cross-section of members helps ensure that the needs and expectations of key stakeholder groups will be addressed. During the 2008-2009 school year, the Futures Team conducted a SWOT analysis as background for the current strategic plan.

Through the use of industry forums, collaboration with industry partners, Advisory Committees, local and state workforce development organizations, area business and industry leaders, and clinical, preceptor and internship evaluations, STI is able to gauge the needs of the region it serves. A specific process for program development has been created to maintain a strong focus on student academic achievement and learning (see 1P 3 ).

By assuring that all goals and action projects meet the STI mission and values, by gaining input from key stakeholders, and by analyzing STI key performance indicators , the institute is able to keep the direction of the institute focused on students and student learning.

5P5 Decision Making Process

External governing entities include the Sioux Falls School Board, STI Council and the South Dakota Department of Education. The School Board is the official group which approves budgets, the Strategic Plan, and major initiatives. The STI Council performs an advisory function to advocate and support STI, reviews and recommends the adoption of the budget to the school board, and provides input into STI’s goals and strategic plans. Finally, the South Dakota Department of Education has approval authority for STI’s program offerings and instructor credentialing. STI’s administrators work directly with these governing bodies and bring the institute’s recommendations to them for approval. Table 5.1 describes various groups and their decision-making roles.

Table 5.1 Teams, Membership and Their Decision-Making Roles

The Deploying Actions Process chart provides a pictorial representation of how decision making and action implementation occurs.

The AQIP Futures Team developed the flow chart to represent the process that occurs as action projects are developed and deployed. Whether the action project involves program development, a request for resources, or changes within a department, the general flow of the process occurs with this pattern.

As Chart 5.1 shows, STI takes the following steps in developing and implementing its action projects. As indicated on the chart, this process directly links to the AQIP categories.

1. Capture: STI first identifies stakeholder needs through a variety of sources, including enrollment, retention and graduate rates, survey data, input from outside sources, etc.
2. Develop: Once a need has been identified, STI develops an action project by researching and justifying the need, identifying expected outcomes, and linking the action project to a strategic goal. Finally, the developed plan must be documented in the Action Database.
3. Decide: Depending upon the level of the action project, a decision is made about whether or not to pursue it. The final decision to continue with the action project may involve state or federal offices, the STI Council or Sioux Falls School Board, STI administration, or a program or department team or an STI committee.
4. Implement: Various factors play a role in implementing a particular action project. Expenses may need to be budgeted, infrastructure may need to be developed, relationships may need to be developed, etc. Each of these areas is addressed as the action project is implemented.
5. Evaluate: Final outcomes of the action project are evaluated based on various measures. These results are discussed and revisions are made to the action project to make it more effective.
6. Publish: Publication of action projects can take many forms, both internal and external, depending upon the action project and at what level it impacts the institute. These publications may include Student Learning or Action Databases, meeting minutes, emails, the President’s Report, newsletters, etc. Finally, the process loops back to stakeholders to capture additional stakeholder needs and repeat the cycle.

5P6 Using Data and Results in the Decision Making Process

At the institutional level, STI administration uses the data to help set institutional goals, objectives and key performance indicator  targets. Programs and departments use the data to develop actions and measurements within their areas. Data is also shared with Advisory Committees who provide an industry perspective on the data and what it means. Institutional teams and committees are given specific data results according to the team or committee’s purpose and are asked to address any concerns the data may indicate.

Two databases for reporting program results have been revised to include planning and budget impact in the analysis. The process of having faculty use their data for developing budget justifications and annual plans is gradually improving. STI has strived as an institution to make this information more accessible by creating direct links to the data through the STInet site. Faculty have been given in-service time with built-in work sessions to complete reports. A designated faculty coach also meets with faculty to assist with program and student learning data analysis and reporting, and an Academic Planning Calendar  has been developed to assist faculty in completing required student learning and action project reports (as well as other academic requirements).

5P7 Institutional Level Communication

Administrative Annual Retreat: The off campus retreat is a time set aside specifically for the STI Administrative Team to discuss, revise and set institutional projects for the coming year. These projects are aligned with the institution’s mission, vision and values with focused input from all administrators. To make the retreat more effective, STI frequently works with an outside facilitator.

In-service days: Nine days are designated for in-service to share information and to educate faculty on technology use, assessment, teaching techniques, customer service, and health and wellness. A half day of the fall in-service is dedicated to communicating to all STI staff the yearly action projects and updates from administration for the coming year. Additional communications take place throughout the in-service and staff meetings. A kickoff at the fall 2009 in-service reinforced the importance of accreditation to the institute and the students. All faculty were reminded of the importance of making these plans meaningful, useful and relevant.

Jeff’s Corner: Monthly to weekly emails from the President, called Jeff’s Corner, are sent to all faculty and staff to inform them of additional events and activities taking place on campus, as well as updates on action projects. These emails are very short and include only the highlights of these activities. Other administrators also communicate institutional information to faculty, staff and students through email.

M & M Meetings: Monthly faculty and staff meetings are one of the main vehicles for communicating information and keeping faculty and staff up to date. Topics range from key developments which affect the organization, celebrating faculty, staff and student successes, and policies. All staff and faculty, including part time, are strongly encouraged to attend the meeting and offices are closed allowing staff to participate and reinforcing the importance of the meeting. Refreshments are served as a thank you for coming and to recognize staff and faculty for their dedication to the institute. The Academic Administrative Team also holds monthly faculty meetings to foster additional communication.

Newsletters: STI has several newsletters that help keep faculty, staff, students and the community aware of what is happening on and off campus. STI publishes a quarterly Tech Times (newsletter which showcases specific programs or events), Celebrating Student Learning (fall and spring semester newsletter on assessment and celebrating student achievement in STI programs), and the IT Newsletter (detailing the projects and important information regarding Information Technology at STI).

STInet: Announcements on the STInet site are posted by STI staff and faculty and can be viewed by faculty, staff and students. These announcements range from registration days to STI picnic, to winners of STI scholarships. Students are encouraged by faculty and staff to look at the STInet site daily.

Program and Department Team Meetings: Program teams and service departments hold meetings to discuss their internal needs, goals, and action projects. Some groups, such as the Administrative Team, meet weekly. Other groups meet every other week or monthly.

AQIP Team and STI Committee Meetings: Communications among department and program levels frequently occurs through STI’s AQIP teams and STI committees. Each team or committee includes members from various areas throughout the campus and focuses on key areas important to the success of the institute such as campus climate, student success, campus safety, the campus management system, etc.

Daily Interactions: Because of STI’s flat administrative structure, daily interactions between administration, staff and faculty occur frequently. Whether it is with the President, a Vice President, or Director, faculty and staff have easy access to administration. These daily interactions provide significant input to administration and have helped the institute in setting its priorities and meeting its challenges. Additionally, the location and small size of STI’s departments allows for these areas to communicate quickly and effectively on a daily basis.

5P8 Leadership Communication of Mission, Vision, and Values

STI revised its vision in spring 2010 to improve its focus and make it more meaningful to stakeholders. The new vision, “Creating Workforce Excellence,” sums up what STI wants to accomplish and how the institute wants to be recognized by our stakeholders.

This dedication to our mission and vision is shared with stakeholders through the communication methods stated above in 5P7. In particular, in-service days have been an opportunity for administrators to promote mission, vision and values and communicate the importance of high performance. Guest speakers such as the president of a local heart hospital and the author of Person Shine and The Richest Man in Town are intended to be catalysts to inspire faculty and staff to embrace high expectations and performance.

STI further shares its mission, vision and values through various media, including the STI Catalog, which is published both online and in print, the President’s Report, and the STInet and STI websites . By linking the strategic plan with the mission, STI leaders are able to keep the focus centered on the mission. STI returns to its mission, vision and values every time the institute builds its action projects and makes decisions on policies.

Results

5R1 Performance Measures of Leading and Communicating

Both of these surveys allow STI to compare results to previous years and work to improve leadership, communication, and climate.

5R2 Performance Results for Leading and Communicating

Table 5.2 Campus Climate Survey Leadership Results

Table 5.3 Campus Climate Survey Communication Results

Although STI is pleased with the results of the survey in these key areas, the institute believes that there is more it can do to improve both leadership and communication.

5R3 Comparative Results

Improvements

5I1 Improvements

Jeff’s Corner: The president created Jeff’s Corner, a periodic email to keep employees up to date on developments in the organization and increase direct administrative communication with employees.

Student Support Services: A cross-departmental meeting prior to the start of each semester has been developed and includes the Administrative Team and staff from Admissions, Student Success, Bookstore, Registrar, and the Academic Administrative Team to discuss enrollment numbers, expected course schedule and textbook needs, and adjustments to semester schedules. The goal of the meeting is to improve communication of student needs in order to better prepare, update and adjust semester class schedules. Additional monthly update meetings of the Academic Administrative Team with Admissions and Student Success staff have also been developed and provide the opportunity for periodic updates and adjustments as needed. The Academic Administrative Team and IT staff hold similar meetings to discuss technology issues.

Master Scheduling: Academic administrators, the Registrar, and faculty and staff involved in the development of the master schedule meet with every program each semester to develop the master schedule, review program curriculum and course descriptions, and discuss program course needs and changes. The process has reduced the overall master schedule planning time and improved the accuracy of the master schedule.

5I2 Culture and Infrastructure Role in Setting Targets and Selecting Processes for Improvement

STI has increased its use of data in the decision-making process, including the institute’s efforts to improve communication and leadership. Data collected through the Campus Climate Survey and individual administrator surveys has helped STI determine what processes in leading and communicating most need to be improved. The AQIP Campus Climate Team analyzed the Campus Climate Survey and developed recommendations. Then, through committee, team, and administrative action, the institute has developed methods to help improve these areas.