THE OHIO PARTNERSHIP FOR EXCELLENCE AWARD...application for . the ohio partnership for excellence award . edison state community college . 1973 edison drive piqua, ohio 45356 . 800-922-3722

APPLICATION FOR

THE OHIO PARTNERSHIP FOR EXCELLENCE AWARD

EDISON STATE COMMUNITY COLLEGE

1973 EDISON DRIVE PIQUA, OHIO 45356

800-922-3722 www.edisonohio.edu

Edison State Community College

www.EdisonOhio.edu

TABLE OF CONTENTS

Notification of the Intent to Apply ...................................................................................................... i

Organizational Chart .......................................................................................................................... v

Glossary of Terms and Abbreviations ............................................................................................... vi

Preface: Organization Profile ......................................................................................................... P-1

Criteria Categories:

1. Leadership ........................................................................................................................ 1

2. Strategic Planning ............................................................................................................. 7

3. Customer Focus .............................................................................................................. 11

4. Measurement, Analysis, and Knowledge Management .................................................... 17

5. Workforce Focus ............................................................................................................ 21

6. Process Management ...................................................................................................... 28

7. Results ............................................................................................................................ 33


Notification of Intent to Apply i www.EdisonOhio.edu

Notification of Intent to Apply and Eligibility Form Ohio Partnership for Excellence/Ohio Award for Excellence Important: To be considered for the upcoming application process, organizations must submit this form and $250 non-refundable fee by October 1. The full application package, and remaining fees, must be submitted by December 15. 1. Your Organization Official name: Edison State Community College Mailing address: 1973 Edison Drive Piqua, Ohio 45356 Website URL: www.edisonohio.edu Total Number of Full Time Employees 149 Total Full Time Employees in Ohio 149 Percent of Assets in Ohio 100% Is your headquarters located in Ohio? Yes No If not, where is it located? Is there a parent organization? Yes No If yes, where is it located? Total number of employees of parent: Applicant organization is what percent of your parent’s total sales/budget? 2. Organization Sector Type and Criteria Used a. Organization Sector Type (Check one.)

� Business Education � Health care � Nonprofit � Government

b. Criteria used (Check one.)

Business/Nonprofit Education Health Care

3. Official Point of Contact


Notification of Intent to Apply ii www.EdisonOhio.edu

Designate one person with in-depth knowledge of the organization, a good understanding of the application, the authority to answer inquiries and arrange a site visit. He/she will be the contact person for OPE and the Examining Team Leader. Contact between the Ohio Partnership for Excellence and your organization is limited to this individual. Please inform OPE if the Official Point of Contact changes during the application process. Mr. Mrs. Ms. Dr. Name Mona R. Walters Title/Position Dean of Institutional Planning and Effectiveness Telephone 800-922-3722 Ext 7813 or direct dial 937-778-7813 Fax 937-778-4691 E-mail [email protected] 4. Highest Ranking Official of the Applicant Organization Mr. Mrs. Ms. Dr. Name Kenneth Yowell Title/Position President Mailing address Same as above Telephone 800-922-3722 Ext 7802 or direct dial 937-778-7802 Email [email protected] Assistant to Highest Ranking Official Name Linda M. Peltier

Executive Director, President's Office and Strategic HR

Phone 800-922-3722 Ext 7802 or direct dial 937-778-7802 Email [email protected] Applicant Responsibility

I understand that this application will be reviewed by members of the Ohio Partnership for Excellence Board of Examiners. I agree that my organization will

• host the site visit,


Notification of Intent to Apply iii www.EdisonOhio.edu

• provide a secure meeting room with printer, • facilitate an open and unbiased examination, • pay reasonable costs associated with the site visit (i.e. lunch and snacks for examining

team members on three-day site visit), and • share nonproprietary information on its successful performance excellence strategies

with other organizations. Ethics Statement and Signature of the Highest-Ranking Official

I state and attest that (1) I have reviewed the information provided by my organization in this Notification of Intent to Apply. (2) To the best of my knowledge, the application

• will contain no untrue statement of a material fact, and, • will omit no material fact that I am legally permitted to disclose and that affects

my organization’s ethical and legal practices. This includes but is not limited to sanctions and ethical breaches.

Scorebook Navigator

The Ohio Partnership for Excellence employs an online software program to improve the productivity of its examiners. This program is provided to Ohio Partnership for Excellence by the Alliance for Performance Excellence (the Alliance), a nonprofit organization of state and local Baldrige award programs. The Alliance has licensed this software from its copyright holder, Shaw Resources.

The agreement between the Alliance and Shaw Resources requires that applicants to Ohio Partnership for Excellence waive their right to bring suit against the Alliance and/or Shaw Resources, their licensees, agents, or assigns and releases the Alliance and/or Shaw Resources, their licensees, agents, or assigns from any claims, action, or losses arising from use of the software in conjunction with evaluating the document submitted by the Applicant.

By submitting this Notification of Intent-to-Apply, the applicant waives its right to bring suit as defined in the paragraph above.

Name of Highest Ranking Official Signature of Highest Ranking Official Signature Date 2 5. Organization Description If your organization has more sites than the primary or headquarters location, list each site below and indicate:

(a) address: street, city, state, zip code (b) number of fulltime employees at that site


Notification of Intent to Apply iv www.EdisonOhio.edu

(c) percent of sales or services delivered at that site (d) description of the major products or services delivered at that site For example, a) 123 Main Street, Any City, Ohio, 44000; b) 12; c) 23%; d) customer service center

Sites in addition to the primary or headquarters: 6. Fees –$250 non-refundable Intent-to-Apply Fee to accompany this completed Notification of Intent-to-Apply form. Indicate your method of payment. Check (enclosed) or Money order (enclosed) Make payable to the Ohio Partnership for Excellence 7. Submission To be considered for the upcoming award cycle, submit this Notification of Intent to Apply by October 1 and submit the Full Application Package on or before December 15 to: Ohio Partnership for Excellence 829 Bethel Road #212, Columbus, Ohio 43214 Or email PDF version to Elaine Edgar, Executive Director at [email protected]

OPE 7-2010

mailto:[email protected]�


Organizational Chart v www.EdisonOhio.edu

ORGANIZATIONAL CHART

EDISON COMMUNITY COLLEGEAUGUST 2010

COMMUNITY

STUDENTS

*Security*Planning - Maintenance*Physical Plan & Facilities *IT Administrative Computing*Information Security Compliance - Purchasing - Payroll - Bursar - Accounting*Controller *Central Services*Bookstore

*Payroll*Human Resources*Employee Benefits*Board Relations

*Grants Management*Cooperating Collection*Board Leadership Academy*Alumni

Vice Presidentfor Education

Executive Directorof the

President’s Office and Strategic HR

Vice Presidentfor Institutional Advancement

President

*Dean, Information Technology & Engineering*Dean, Health & Public Service*Dean, Darke County Campus - Small Business Development Center*Dean, Business & Workforce Development *Dean, Arts & Sciences - Student Health Services - Student Activities - Marketing - Food Services - Financial Aid - Enrollment Services - Disability Support Services - Career Services - Athletics - Advising - Admissions *Assoc. VP, Enroll. Mgmt. & Student Develp. - Library - Learning Center - IT Network Services - Distance Learning - Client Support Services*Assoc. VP, Academic Inform. & Technology

BOARD OF TRUSTEES

Vice President for Administration

and Finance

Dean of Institutional Planning and Effectiveness

*Institutional Research*Data & Resource Mgmt.


Glossary of Terms and Abbreviations vi www.EdisonOhio.edu

GLOSSARY OF TERMS AND ABBREVIATIONS

AA Associate of Arts Degree

AAB Associate of Applied Business Degree

AAS Associate of Applied Science Degree

ABLE Adult Basic Literacy Education

AQIP Academic Quality Improvement Program

ARC Advising Resource Center

AS Associate of Science Degree

B&I Business & Industry Center

Blackboard The online course management system used by Edison.

CARE Completion, Access, Retention, Engagement − Edison’s strategic plan.

CCSSE Community College Survey of Student Engagement

COMPASS Computer-adaptive college placement tests used by Edison for reading, writing, and mathematics. CQI Continuous Quality Improvement

CQIN Continuous Quality Improvement Network

Daily Update The campus e-newsletter sent every morning with the day’s information, meeting notices, and announcements.

ESEA Edison State Education Association − the recognized bargaining agent for the negotiated contact between full-time faculty and Edison State Community College. FTE Full-Time Equivalency

KPIs Key Performance Indicators

LAN Local Area Network

NCLEX National Council Licensure EXamination, for Nursing

NISOD National Institute for Staff and Organizational Development

OACC Ohio Association of Community Colleges

OATYC Ohio Association for Two Year Colleges

OBR Ohio Board of Regents

ODJFS Ohio Department of Job and Family Services

Ohio community college cohort

Five community colleges that most closely align with Edison: Central Ohio Technical College, Clark State Community College, James A. Rhodes Community College, North Central State Community College, Northwest State Community College.

PSEOP Post-Secondary Enrollment Option Program

SOCHE Southwestern Ohio Council for High Education: A consortium dedicated to advancing high education through collaboration, knowledge sharing, and professional development. SSI State Share of Instruction

USO University System of Ohio

Web Advisor A web interface that allows access to information contained in the administrative database used by Edison Community College. Web Advisor allows students to search for classes, register, view grades, and view schedules.


Organizational Profile P-1 www.EdisonOhio.edu

Preface: Organization Profile P.1 Organizational Description

P.1a(1) Organization Environment. Edison State Community College (Edison) was chartered in 1973 under the provisions of the Ohio Revised Code as the first general and technical college in Ohio. The college thus emerged without special local taxation as a two-year, public, co-educational, state supported institution of higher learning. From its modest beginnings in a rented facility, it has grown in stages to encompass its current main campus, located on 130 acres in Piqua, Ohio, and a second campus in Greenville, Ohio. The geographic area designated to be served by Edison is made up of Darke, Miami, and Shelby counties, a total area of 1,400 square miles, and a 2009-estimated population of 202,000. It represents urban, small communities, and rural areas. The counties have an educational attainment rate for Associate degrees or higher of 15.8% to 23% of persons 25 years of age or older. Students from neighboring counties travel to Edison for specific programs and students from across the United States participate in our online classes and degree programs.

Edison’s enrollment and offerings have grown steadily during the college’s 37-year history. Beginning with 309 students enrolled in 30 courses, it has grown to slightly over 3,500 students enrolled in about 35 technical fields (Figure P.1-1), a broad range of baccalaureate transfer programs, and developmental course work. It is an open admissions institution, welcoming a student population ranging from early-admit to senior citizens, and from people just becoming acquainted with the possibilities of higher education to those returning for retraining and/or exploration of new fields. Degrees are granted in five degree areas—Associate of Arts, Associate of Science, Associate of Applied Business, Associate of Applied Science, and Associate of Technical Study—along with certificate options and non-credit programming opportunities.

Course delivery systems are varied in terms of time and format and include traditional, semester-long delivery; four- or eight-week term courses; flex, web flex, and online. The varied modalities are available for all certificates and degrees, depending on the specific course.

Our Business and Industry Center (B&I) provides workforce training for area businesses including such programs as dental assisting, pharmacy tech, and computer skills. These services may be located on campus or in the workplace. SkillsTrac is a regional training network of three schools to deliver advanced manufacturing training to incumbent and dislocated workers and is managed by B&I. In addition, the Police Academy is housed within B&I in partnership with the Miami County Sheriff’s Department.

Figure P.1-1 Degrees and Programs

2010-2011 Academic Catalog

Edison’s student stakeholders are diverse in age, background, ability, focus, and personal goals. To deliver our brand, A Personal Experience, A Rewarding Education, it is necessary that the college monitor closely student needs and adjust support services to enhance student success. To this end, Edison has mandatory assessment and placement policies. For those students not exhibiting prerequisite skills, developmental coursework is available in reading, writing, and mathematics. There are also more general offerings in areas of study skills, test taking, etc.

Academic advising is available to all students either through the Advising Resource Center (ARC) or with faculty in one’s major. The Learning Center provides discipline-specific and general tutoring services free of charge, including mathematics tutoring by peer tutors, part-time and full-time faculty members.

Student Development provides a wide range of services that assist students with setting goals and achieving personal and professional growth as well as academic success. Services include individual counseling sessions to assist the student with academic, financial, personal, professional, and career-related concerns, and disability support services. Other support systems include on-campus childcare, short-term loan processes, and campus-wide Internet access through a student email system. Tech support is available via telephone or walk-up 60 hours per week including 4 hours on the weekend.



Further support for students with disabilities is provided through the Coordinator of Disability Services. Edison has 119 students who have self-identified as having a disability with 62 of those students enrolled in classes in the 2010 fall semester.

The key processes supporting administrative needs for Edison include Business Operations which provides fiscal stability, integrity of records, and fiduciary responsibility; Information Management providing secure and reliable information, efficient and up-to-date technology; Institutional Support ensuring a safe and secure environment; and Personal Support providing a positive workplace environment and the support of personal needs. These align with our Key Performance Indicators (KPIs) and our college mission and represent the organizational infrastructure that allows Edison to provide for stakeholders A Personal Experience, A Rewarding Education.

P.1a(2) The mission and vision of Edison Community College are shown in Figure P.1-2. In addition to its mission and vision, Edison embraces employee working core values arranged in clusters of Excellence, Competence, Accountability; Integrity, Trust, Dependability, Cooperation; Diversity, Equality, Understanding, Respect; Agility, Responsiveness, Adaptability; and Attitude and Joy.

The board and the college president determined the organizational mission and vision through an ongoing learning process drawing upon information from stakeholders within our legal service area of Darke, Miami, and Shelby counties. Our Employee Working Core Values clusters were defined through eight, all-staff open forums facilitated by our president during the 2001-2002 academic year.

Edison supports its mission with student learning objectives of different types. Student core values and general education outcomes are printed in the General Information sections of the Academic Catalog and the Student Handbook. Career program outcomes are available in program-related materials including the Academic Catalog program pages.

Student core values represent a set of principles that guide the college in creating its educational programs and environment. They are to be reflected in every aspect of the college and at all levels, so that a student completing a degree program will not only have been introduced to each value, but will have had those values reinforced and refined throughout the educational journey.

Within general education, there are six outcomes characterized by open-mindedness, tolerance, critical thinking, perspective, creativity, and a sense of value (Figure P.1-3). These outcomes support the development of a

particular mental habit that serves as a basis for personal, professional, and social growth.

Mission Statement

Edison Community College provides learning opportunities that enable and empower citizens, commerce, and communities in Darke, Miami, and Shelby counties.

Vision Statement

Edison Community College is an organization that anticipates, initiates, and manages quality, accessible, and innovative learning needed by citizens, commerce, and communities of Darke, Miami, and Shelby counties.

Figure P.1-2 Mission and Vision

The outcomes identified by career program areas are validated by advisory committee input reflecting entry-level competence based upon industry standards within the specific field of study.

■ Demonstrate critical thinking skills in order to understand complex relationships; to evaluate claims of truth, aesthetic value, ethics, and morality; and to make appropriate choices and draw defensible conclusions;

■ Use written and spoken English effectively in a free exchange of ideas;

■ Appreciate the process and structure of mathematics and apply them to the analysis of the physical world;

■ Develop a mental habit which is open-minded, tolerant, appreciative of diversity and aware of global cultures;

■ Develop effective interpersonal skills;

■

Figure P.1-3 General Education Outcomes

Use information sources and apply basic methods of inquiry from many fields, including scientific method, social and scientific observation, cause-effect analyses, and artistic criticism.

P.1a(3) Edison’s work environment, work systems, and job classifications are designed to achieve our mission. We are represented by divisions of Academic and Student Affairs, Administration and Finance, Institutional Advancement, Institutional Planning and Effectiveness, and our Business and Industry Center. Our employee base includes full-time faculty, adjunct faculty, full-time and part-time administration, full-time classified, permanent part-time classified, and Federal and non-Federal work-study students (Figure P.1-4).

Our goal is to bring our communities to our campuses for credit and non-credit courses, certificate and degree options, and cultural activities that will encourage both intellectual and personal growth.



Faculty Administrative

Professional Staff

Support Staff

# of Employees 55 66 47 No Degree 0 5 26 Associate 0 12 16 Bachelors 4 20 4 Masters 43 29 1

Doctorates 5 2 0 Juris Doctor 3 0 0

Figure P.1-4 2010 Employee group, number, and educational level

Full-time faculty are represented by the Edison State Education Association (ESEA) with a negotiated contract: The Agreement Between Edison State Community College and the Edison State Education Association.

Edison complies with all OHSA requirements for the health and safety of our maintenance personnel and other employees.

P.1a(4) Edison’s main campus is situated on 130 acres in Piqua, Ohio and features five interconnected buildings housing multiple classrooms, computer labs, science laboratories, art and music facilities, along with faculty and administrative offices and student support services located in the main buildings. The Darke County Campus located in Greenville, Ohio incorporates 17,000 square feet of classroom, laboratory, office, and student support facilities. All of Edison’s buildings are handicap accessible.

Edison embraces a commitment to provide current technology and applications for all users, whether in faculty or staff offices or in classrooms and laboratories. Edison’s wireless access allows students to use Edison laptops or personal laptops in most classrooms, the cafeteria, in study lounges, and in hallway gathering areas.

The College utilizes Exchange 2007 with storage space of 20TB, and appropriate firewalls for security. The effectiveness of our information system is maintained by Administration and Finance, Academic Information and Technology Division, the Information Technology Systems Department, the Computer Replacement Fund committee, and our hardware and software vendors. Funds for support come from the General Fund, the Computer Replacement Fund, an assessed technology fee, departmental budgets, and grant dollars.

Collection and storage of both student and employee records are managed through our Datatel Colleague platform and software. The college’s financial information is likewise stored within this system. Datatel consultants worked with a core group of Edison employees to set up the system and to deliver continuing training as needed. System access is

password protected and available according to work-related needs.

Faculty and staff request hardware, software, and lab equipment as needed to address the changing technology and learning needs of programs.

P.1a(5)

The College is accredited by the North Central Association of Colleges and Schools (NCA-Regional) and is governed by an appointed nine-member Board of Trustees utilizing a policy governance philosophy.

Edison holds recognition by the Ohio Board of Regents of the highest order attainable among institutions in the State of Ohio. In addition, the Regents have reviewed and approved the courses and programs of the College. This approval signifies that Edison’s courses meet prescribed standards of quality and uniformity for maximum transferability among institutions of higher educations throughout Ohio.

Accreditation is maintained through The Higher Learning Commission’s Academic Quality Improvement Program (AQIP). The last year of Reaffirmation of Accreditation was 2007-2008 with the next Reaffirmation of Accreditation in 2013-2014.

Degrees are granted in five degree areas—Associate of Arts, Associate of Science, Associate of Applied Business, Associate of Applied Science, and Associate of Technical Study. Edison guarantees to its Associate of Arts and Associate of Science graduates that Edison credit will transfer to Ohio colleges and universities. The guarantee applies to all courses included in a written transfer agreement with a specific college or university and to all courses transferred for general education under terms of the state Transfer Module. Courses outside the Transfer Module and not included in a transfer agreement may transfer, but they are not guaranteed.

Hiring practices for faculty follow the requirements posted by the Higher Learning Commission on determining qualified faculty. Administrative and classified positions are vetted against common practice and requirements of the position and job grade.

P.1b(1) Organization Relationships. Edison is governed by an appointed nine-member Board of Trustees utilizing a policy governance philosophy. A President’s Cabinet, a Dean’s Council, and area-specific directors and coordinators round out the designated organizational leadership.

The President’s Cabinet is comprised of all vice-presidents, executive directors, the Dean of the Darke County Campus, the Dean of Institutional Planning and Effectiveness, the ESEA president, the chairperson of the Academic Senate, a



classified representative, and an administrative/technical representative. Bi-weekly, agenda-driven meetings are scheduled wherein the president and Cabinet share issues related to all phases of the college’s operation. Each Cabinet member is charged with sharing information pertinent to his/her work area with those affected. Cabinet meeting minutes are posted to the Daily Update, sent electronically to all faculty and staff.

All academic deans, associate vice-presidents and the Academic Senate chairperson are represented in a bi-weekly Dean’s Council where discussions include sharing from the President’s Cabinet and working through the basic academically-related eventualities of divisions and departments. Meeting minutes are posted to the Daily Update and in the Public Folders.

Also feeding this communication process are numerous standing committees including Curriculum, Marketing, Continuous Quality Improvement (CQI) Steering, Professional Development and Assessment committees along with the Academic Quality Improvement Program (AQIP) Action Project, and Continuous Quality Improvement (CQIN) Teams. All of these committees are cross-functional; many include community and student members.

From a functional perspective, the leadership and communication systems extend even further into the college fabric via multiple cross-functional CQI process teams facilitated by the Dean of Institutional Planning and Effectiveness. Nearly 70 teams have been used during the past ten years to address classroom, administrative, and operational issues.

P.1b(2) Edison Community College is charged by the State of Ohio to serve those within Darke, Miami, and Shelby counties. That population is diverse in its needs and expectations. Our student population is represented by those

seeking credit and/or non-credit learning opportunities while our external stakeholders include business, other educational organizations, legislative and accrediting agencies, and our service area at large. Figure P.1-6, Stakeholder Categories, Requirements and Expectations, further defines our segmentation.

P.1b(3) Edison creates, prioritizes, and builds relationships by researching possible partnerships that provide opportunities for innovation with other educational organizations, with our communities, and with business and industry. Edison has partnerships with public schools in areas such as Tech Prep and Post-Secondary Enrollment Option Program (PSEOP) and with higher education for Bachelor’s degree and Master’s degree programs (Franklin University, Urbana University, Bowling Green University, University of Dayton, University of Cincinnati, and Bluffton University). Our community service learning projects (Bruckner Nature Center) and our practicum/clinical experiences (Upper Valley Medical Center) encourage a continuing communication with our communities, while contract training supports our connection with area businesses. Working with the Upper Valley Joint Vocational School, Edison builds educational options and programming, along with support services for area-displaced workers. All the partnerships support our mission.

Partnerships are monitored for their continuing vitality through open discussions, surveys, and participant performance results. Information gained from these sources becomes a part of our continued planning and provides insight into possible changes needed to better meet stakeholder expectations. For example, the increase in the number of students interested in Tech Prep, but the fact there has been no increase in the associated scholarships, has required multiple meetings of area stakeholders to determine if partnerships remain beneficial to all partners.

Stakeholder Categories, Requirements and Expectations Educational/Community: potential students, area school districts, parents, community members, service providers, area employers, advisory boards, transfer institutions

Need: competent workforce, continuing education opportunities, convenience in continuing education, ease of access, transfer student quality, current and affordable programs of study, cultural activities, accurate/easy access to information

Edison Board of Trustees: Governor appointed; three from each county within service area

Need: ethical, fiscally sound management of educational budgets/services to meet institutional mission, maintenance of accreditation and enrollment

Edison Community College Foundation: Alumni Association, Scholarship/grant provision

Need: accurate, easy access to information, understanding of role and future plans

Accrediting Agencies: Higher Learning Commission (AQIP), Ohio Board of Regents, Federal Government, Program-specific accrediting bodies

Need: timely/accurate reporting, documented assurance of quality programs delivered in cost effective manner

Figure P.1-6



P.2 Organizational Situation

P.2a(1) Competitive Environment. Many of our competitors are the receiver colleges within the area such as Bowling Green and Wright State Universities. Articulation agreements, 2 + 2 programs, and completer degrees are in place in some disciplines, and transfer data are collected from these schools, when available. Regional community colleges and universities offering program options not available at Edison draw from our general education classes. Competition for noncredit students comes from the Applied Technology Center, an adult training center of the Upper Valley Joint Vocational School, and from businesses that elect to do their own training. Branches of regional institutions such as Miami-Jacobs and Urbana University are located within our service area, and increasingly, Internet-delivered education from area and out-of-area institutions competes with Edison’s credit program offerings.

Nearby community colleges are Sinclair Community College located in Dayton, Ohio; Clark State Community College, Springfield, Ohio; and James A. Rhodes State Community College, Lima, Ohio.

Edison, like the competition, continues to show an increase in fall semester enrollment over the course of four years.

P.2a(2) Edison’s success is due largely to its size and agility, its leading edge in technology, quality of instruction and services, the personal experience that is offered and promised through the brand, and the cost effectiveness of instruction.

Edison creates, prioritizes, and builds relationships by researching possible partnerships that provide opportunities for innovation and collaboration with other educational organizations, with our communities, and with business and industry.

Current and anticipated changes affecting our competitive status involve collaborative grant opportunities with other community colleges and changes in state funding. Edison stands to benefit and strengthen its position with the grant opportunities and is hopeful that the same opportunities will soften any negative impact of the changes in state funding. Additionally, in anticipation of state-level changes, Edison is proactively seeking internal ways to offset the impact of those changes such as reduction in funding amounts.

P.2a(3) Edison currently resources four categories of comparative academic data: internal trend, Ohio community college cohort, state, and national, seeking key comparative data and information to ensure performance effectiveness, especially as it relates to our KPIs.

Our chosen Ohio community college cohort is made up of five higher education organizations similar in size, resource availability, and program offerings. These have been used to determine KPI targets in many areas of retention and completion.

National sources of comparative data include such organizations as those sponsoring the licensing examinations in nursing or certification examinations for Microsoft or Cisco. Some state and national data are available through our required reporting sites and through data received from the Community College Student Survey of Engagement (CCSSE) and Noel-Levitz.

As we continue to build our databases and network with other institutions through such organizations as AQIP and CQIN, we hope to enlarge our cadre of resources including the benchmarking of non-educational organizations.

Edison is in the early stages of benchmarking against other organizations in areas not classroom-related. Our Dashboard/Balanced Scorecard implementation has given impetus to our searching out more sources of comparative data.

P.2b Strategic Context. Agility/Responsiveness/ Adaptability represents an Edison Employee Working Core Value cluster. With statewide budget changes for higher education over the past ten years, Edison has had to be agile, to be responsive, and to be adaptable on several occasions. Also, our service area economy has been negatively impacted by plant closings and resulting unemployment that surpasses the state and national averages. These external factors and others, present challenges that may demand a change of plans, but not of direction.

P.2c Performance Improvement System. In 2000, Edison adopted the CQI approach to organizational performance. During 2001, the college joined CQIN and AQIP.

Learning opportunities are provided through conference attendance, professional memberships, and in-house programming. Servant Leadership for line leaders and Leadership Development Modules for all employees support our intent to encourage lifelong learning. Employees are also invited to participate in the Business and Industry programming addressing current issues important to creating a sustainable organization.

Edison implemented a 360° review process for Cabinet members and line leaders for evaluation and support of their leadership development.


1.0 Leadership 1 www.EdisonOhio.edu

1.0 Leadership 1.1 Senior Leadership

1.1a(1) Vision, Values, and Mission. Edison’s mission and vision statements (Figure 1.1-1) were determined by the Board of Trustees and the college president through an ongoing learning process drawing upon information from stakeholders within our legal service area of Darke, Miami, and Shelby counties. Our Employee Working Core Values clusters (Figure 1.1-2) were defined through eight, all-staff open forums facilitated by our president during the 2001-2002 academic year. The board believes that only when the mission and vision are clearly stated can the organization be fully in alignment with its values. The Strategic Guide, part of our Policy Governance system, supports our mission, vision and values.

Aligning mission, vision, and values is accomplished by developing strategies that support our KPIs (Figure 1.1-3), as reflected on our Dashboard/Balanced Scorecard. Since students are our primary customers, their needs and expectations become primary drivers in our annual strategy development processes. As a result of student surveys, advisory committee input, and program review recommendations, adjustments are made in budget requests, curriculum and program outcomes, textbook and software use, etc.

Planning meetings and retreats occur throughout the year but are especially prevalent during our budget preparation. At that time initiatives “bubble up” from individual or department levels and are juried at the President’s Cabinet level. Should a budget request involve more than $5,000, it must be supported by a strategy map and action plan that reflect the alignment with mission, vision and values, as well who is responsible, the timeline for deployment/ completion, and how dollars will be spent.

Initiatives may also “trickle down” from the President, being stated in his annual President’s Address, or from other administrators perceiving an academic or operational need.

In 2010, the college began the development of three-year strategic plans addressing primary areas identified as part of the C.A.R.E. Plan, or Completion, Access, Retention, and Engagement. The development of the strategic plans is from the top down and in conjunction with the 2010 CQIN project concentrating on alignment, integration, and accountability. Institutional assessment of all plans is an integral part of the C.A.R.E. plan and is driven by the budgeting cycle for future planning.

All major initiatives within the college are monitored through our Edison Communication Repository that is accessible by all staff. Progress is shared within meetings and special presentations, such as the monthly Board of Trustees meeting.

Mission Statement

Edison Community College provides learning opportunities that enable and empower citizens, commerce, and communities in Darke, Miami, and Shelby counties.

Vision Statement

Edison Community College is an organization that anticipates, initiates, and manages quality, accessible, and innovative learning needed by citizens, commerce, and communities of Darke, Miami, and Shelby counties.

Figure 1.1-1 Mission and Vision

Figure 1.1-2 Employee Working Core Values

Figure 1.1-3 Key Performance Indicators (KPIs)

1.1a(2) Board approved policies, administrative decision-making, legal updates, and our mentoring of new employees reflect Edison’s intent to abide with ethical and legal practices.

Ethical behaviors are encouraged through the signing of a LAN agreement by all college employees and by published policy, such as Edison’s Sexual Harassment Policy. Special training may be offered on individual topics such as diversity or privacy issues.

Edison operates legally, responsibly, and with fiscal honesty, as is indicated by our annual state audit report. We comply with all local, state, and federal regulations applicable to our operation. Our Board of Trustees’ meetings are open to the public and the College Dashboard

♦Enrollment♦ ♦Retention♦ ♦Completion♦

♦Student Satisfaction♦ ♦Financials♦

Excellence/Competence/Accountability Integrity/Trust/Dependability/Cooperation Diversity/Equality/Understanding/Respect

Agility/Responsiveness/Adaptability Attitude/Joy



is accessible through our college web page. Monthly revenues and expenditures are included for public review.

1.1a(3) In 2001, the concept of Servant Leadership was introduced supporting leadership development and expectations throughout the college community. Supporting this, leadership embraces the Leadership Characteristics resulting from an AQIP 5 Team Action Project (Figure 1.1-4).

Leadership Characteristics

Elements of Effective Pedagogy/Androgogy Listening Skills Group Process/Facilitation Skills Systems Thinking Values-based Leadership Enabling and Empowering Teachable Point of View Accountability and Assessment

Figure 1.1-4 Leadership Characteristics

Leadership abilities are encouraged, developed, and strengthened among Edison employees through a multitude of ways. Academic deans recommend individuals for participation in the Great Teachers’ Retreat and for other leadership positions at the regional and state levels. A three-person committee led by the Vice President for Administration and Finance recommends classified personnel to a similar leadership development retreat, the Great Classified Retreat. Faculty or administrative employees may be sponsored for Leadership Piqua or Leadership Troy. All faculty and staff are encouraged, and supported financially, in professionally related leadership activities at the regional, state, and national levels. Tuition assistance or reimbursement dollars can be used for approved courses of study or leadership programs. Additionally, our Professional Development Committee plans and implements regular professional workshops.

Cross-training of classified personnel is practiced in several office settings, i.e., Student Development, the dean’s offices, Faculty Support, and the Darke County Campus. This practice allows a broadening of skill-set characteristics supporting leadership development. Full-time faculty members may be given a flex contract that provides release time or additional compensation to perform administrative tasks that can help in developing their leadership abilities. These contracts are voluntary, renewable, and may lead to promotion.

Best practices for leadership are communicated and shared through multiple venues: Dean’s Council, Academic Senate meetings, departmental meetings, adjunct faculty meetings, special topic round table discussions, brown bag

lunches, an Information Fair offered semiannually, and in the faculty handbook.

At this time, Edison has no formal leadership succession plan. All job positions, along with their academic, skill-set, and experience requirements are posted internally at the same time they are externally advertised. Some internal candidates have been promoted into leadership positions. In July 2006, a newly created position of Executive Director of the President’s Office and Strategic HR was implemented with one of its primary responsibilities being the development of a succession planning process. To date, a succession plan to address the emergency loss of our President has been completed and is reviewed each January. Other areas of the college are in the process of developing their succession plans, including a mentoring process to ensure a smooth transition.

1.1b(1) Communication and Organizational Performance. Edison employees are aware of the importance of clear and effective communication. We utilize several strategies such as open forums, email, distribution lists, Public Folders, SharePoint, the Daily Update, and area-specific web pages. Our Edison Communication Repository, a CQIN project, was developed to further encourage information sharing and to support our valuing people efforts. We understand that those not aware of campus activities sometimes feel less valued. We also understand that better communication supports our desire to consider multiple perspectives of issues during our decision-making processes.

Leadership associated with each group is responsible for sharing with members of that group. In addition to emails and phone calls, this is supplemented by meetings and face-to-face sharing. The cross-functional nature of many of our teams aids in this communication process.

Communication of institutional expectations begins with the President’s Fall Address. It is then supported through meetings and conversations at the Cabinet, divisional, departmental, and individual levels. Initiatives are expected to be in alignment with vision, mission, and values, and supervisors work with individuals to verify this alignment during the performance review process. Although the evaluation process varies among the employee groups, consistencies of direction and organizational alignment with the overall mission of the college are common discussion elements.

The President communicates regularly with employees through the following venues:

• Emails regarding the state budget



• Forwarded emails from the OACC and the Chancellor’s office regarding the state budget and related information

• Forwarded articles to applicable employees pertaining to higher education

• President’s Cabinet expansion to include elected representatives from the ESEA, the Academic Senate and classified and administrative/technical staff

• President’s recap of Cabinet meetings emailed to all employees

• Board of Trustee meeting recap sent to all employees • President’s Fall Address to relay state of the college

and major initiatives for the academic year • President’s Employee Breakfasts • President’s after-hours social events • Open forums with the president

Other communication initiatives that involve two-way communication include: • Academic Senate chair participating in Dean’s Council • Meeting minutes being posted to the Daily Update,

CQI web page, and/or Public Folders • Faculty representation in the Ohio Faculty Senate • Dashboard access • Meetings and face-to-face discussions with supervisors • Sharing of costing/program planning and viability

model with all faculty to support decision-making.

Recognition and reward opportunities include the following:

• Employee Recognition Banquet for service based upon five-year increments

• Selection for retreat participation such as Great Teachers or Great Support Staff, etc.

• Recommendation for area-specific awards such as NISOD Teacher of Year, Ralph Meardy Award, etc.

• Media write-ups in the Daily Update, area newspapers, Board recognitions

• Supervisor acknowledgement or thank you • “On-The-Bus Recognition” • SOCHE Teacher-of-the-Year • OATYC Teacher-of-the-Year

1.1b(2) Edison’s president gives a Fall Address each year that describes our status on current initiatives, new initiatives, and related issues pertinent to the global college. The Fall Addresses are posted to the CQI webpage and referred to by leadership throughout the year as a guiding document that encourages a systems approach to aligning activities throughout the organization.

Edison uses the strategy mapping concept of Kaplan and Norton to roadmap its college-wide initiatives (Figure 2.2-3), making certain each plays a role in moving the organization closer to fulfilling its mission. All staff members have the opportunity to include a strategic initiative on the strategy map through their supervisor. The academic deans represent and include the needs of faculty while departmental supervisors represent the needs of line-staff.

Edison is committed to data-informed decisions and, therefore, utilizes our Dashboard/Balanced Scorecard, our Colleague software, our program costing and viability model, surveys and forums, and our CQI process team results/ recommendations to support decisions made within the institution.

Data reflecting our KPI status is posted to our Dashboard/Balanced Scorecard within two weeks of its availability. For example, individual course retention statistics are reflected on the Dashboard/Balanced Scorecard within two weeks after grades have been issued. This allows those in need of such to have the most current information supporting their decision-making processes.

Edison uses the Baldrige-based, “Are We Making Progress?” survey to evaluate our leadership’s performance in providing an understandable mission, guiding values, a positive work environment, information sharing, individual career advancement opportunities, prioritization of initiatives, and opportunities. The survey was updated in 2009 and renamed to “Employee Satisfaction.” AQIP Action Projects, including the current one, regularly focus on leading and communication and include surveys that address both concerns.

1.2 Governance and Societal Responsibilities

1.2a(1) Organizational Governance. Accountability for management’s actions is monitored through 360° review process. Individual, documentable support of college-wide goals and objectives is provided through personal development plans that encourage linking individual goals with those of the college, as well as establishing personal accountability.

Our president is evaluated annually by the Board of Trustees and in this evaluation process defines his personal/professional development plan, as well as his plan for the college. He is also evaluated through a 360° format by those reporting directly to him.

In all instances of evaluation, feedback is shared with the employee both face-to-face and/or by written follow up. Employees are encouraged to meet with their supervisor to



develop an action plan addressing the areas that need improvement. Employees have the right to provide personal written feedback responding to supervisor remarks, which together will be placed into the personnel file.

Edison operates legally, responsibly, and with fiscal honesty, as is indicated by our annual state audit report. We comply with all local, state, and federal regulations applicable to our operation. Our Board of Trustees’ meetings are open to the public and the College Dashboard is accessible through our college web page. Monthly revenues and expenditures are included for public review.

Edison complies with Ohio Senate Bill 6 of the 122nd

Edison engages an external audit firm to conduct an annual independent audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards issued by the Comptroller General of the United States. The auditors express their opinion on the fair presentation of the financial statements and issue a report commenting on the College’s internal control over financial reporting as well as compliance with certain legal requirements. The reports are presented to the Board of Trustees and are available for public review.

General Assembly and the requirements established by the Ohio Board of Regents for state colleges and universities by submitting quarterly financial reports within 30 days after the end each fiscal quarter.

1.2a(2) Edison Community College is committed to a process of continuous quality improvement. The Board of Trustees adopted the Board Roles and Expectations: Self Evaluation document for use in the Board’s continuous quality improvement process, including self-evaluation of performance.

Our president is evaluated annually by the Board of Trustees and in this evaluation process defines his personal/professional development plan, as well as his plan for the college. He is also evaluated through a 360° format by those reporting directly to him.

1.2b(1) Legal and Ethical Behavior. Student and stakeholder needs, expectations, and attitudes are assessed and monitored through a variety of listening and learning strategies (Figure 1.2-1). Students have opportunities for input through various surveys, advisor/faculty relationships, open access to deans and vice-presidents, and lunch forums with Edison’s president. Student enrollment credit course trends are monitored to determine course-offering needs for

market segments, such as area business skills’ enhancement or summer transient students.

Alumni and community members share their perspectives both formally and informally through participation on various committees, such as our capital campaign and advisory committees, and through conversations with college employees via career fairs, chambers of commerce membership, etc.

Results from the various input mechanisms are reviewed by various and respective committees such as President’s Cabinet, Dean’s Council, Marketing Committee, and

Students Graduation surveys (annually) CCSSEE surveys (bi-annually) Noel-Levitz surveys (bi-annually) Classroom instructor evaluation (each semester) CQI process team participation (as needed) AQIP Action Project team membership (as needed) Marketing surveys (twice annually) Alumni Follow-up surveys Employers Employer surveys Needs assessments (as needed) Focus groups (as needed) Advisory committees (annually) Program review (5-year cycle)

Community Career fairs (annually) Annual report Board of Trustee contact

Figure 1.2-1 Stakeholder Input Strategies

Assessment Committee, and within departments and are used to develop new programs, to plan for new facilities, and to design student support services that meet the ever-changing needs of our service area.

The program review process and feedback from advisory committees, accrediting agencies, area businesses, graduate employers, and issue-specific process teams provide varying perspectives for considering change and innovation along with opportunities to address the risks associated with our programs, offerings, services, and operations.

Our Business and Industry Center maintains personal contact with area businesses through attendance at chamber and Job Center meetings to keep abreast of their changing needs, while email notifications of offerings of available classes and training options are forwarded to area employers on a regular basis.



The Edison Community College Foundation was established in 1993 with a tax exempt status by the Internal Revenue Code as an organization described in section 501(c)(3). The Edison Foundation is governed by a board of up to 25 members, and includes the President of the College, and two representatives of the College Board of Trustees, with responsibilities relating to the integrity of the Foundation’s financial statements, compliance with legal and regulatory requirements; retaining an independent auditor and assuring qualifications and independence; performing external and internal audit functions; instituting a system of disclosure and internal controls of finance, accounting, legal compliance and ethics; activities that report and maintain the 501(c)(3) status; and practices accepted by memberships with professional organizations including the Council for Resource Development (CRD), the Association of Fundraising Professionals (AFP), and the Ohio Association of Nonprofit Organizations (OANO).

The Greening of Edison initiative concerns preserving resources and setting a good example for our students and visitors. Going Green permeates much of what we do at Edison, from building materials to the kinds of furniture and computers purchased, to the cleansers used on a daily basis, and the E-cycling and disposal of used technology without putting harmful toxins in the landfill.

The Emerson Center, our most recent building addition is LEED certified. LEED, or Leadership in Energy & Environmental Design “is a green building certification system, providing third-party verification that a building or community was designed and built using strategies intended to improve performance in metrics such as energy savings, water efficiency, CO2

As stated above, Edison operates legally, responsibly, and with fiscal honesty. We comply with all local, state, and federal regulations applicable to our operation, as well as with all program specific accreditation requirements such as those for Physical Therapist Assistant. Compliance with all regulations and requirements is respective to the regulatory agency and includes, as appropriate, audits, annual reports and reviews, self-studies, and site visits. Personnel responsible for the program, service, or department under review are responsible for the required compliance articles.

emissions reduction, improved indoor environmental quality, and stewardship of resources and sensitivity to their impacts.” (U.S. Green Building Council 2010.)

Risks associated with Edison’s programs and operations are evaluated and weighed by the department directly responsible as well as by any of the key structures within the college analyzing data including advisory committees, the College Curriculum Committee, the College Marketing

Committee, the Edison Technology Committee, Dean’s Council, and President’s Cabinet. This may be in response to findings in program reviews, survey results, audit reports, feedback from site visits, concerns expressed by stakeholders, or environmental scanning of economic conditions.

1.2b(2) Board approved policies, administrative decision-making, legal updates, and our mentoring of new employees reflect Edison’s intent to abide with ethical and legal practices.

Edison operates legally, responsibly, and with fiscal honesty, as is indicated by our annual state audit report. We comply with all local, state, and federal regulations applicable to our operation. Our Board of Trustees’ meetings are open to the public and the College Dashboard is accessible through our college web page. Monthly revenues and expenditures are included for public review.

As an outgrowth of the 2001 CQIN Summer Institute and its theme regarding workplace environment, during 2001-2002 our president held eight employee forums to define what we call Edison’s Employee Working Core Values (Figure 1.1-2). The values clusters represent the cultural thread employees hope will become an integral part of our environmental culture. Qualities of ethics, open communication, cooperation, high performance, innovation, empowerment, and learning and sharing are embedded within those values.

Edison’s HR Department offers training sessions in areas of sexual harassment and ethics throughout the academic year. All employees are required to attend one session in each of the areas.

Our technology platform supports ease of access to information to all employees. Email, Cisco IP Telephony, folder sharing, discussion boards through Blackboard, video conferencing, Public Folders, our Dashboard/Balanced Scorecard, our college-wide initiatives Strategy Map, and area specific web sites all support communication and learning that in turn, supports decision making.

Ethical behaviors are encouraged through the signing of a LAN agreement by all college employees and by published policy, such as Edison’s Sexual Harassment Policy found in the Faculty Handbook. Special training may be offered on individual topics such as diversity or privacy issues.

The Student Handbook details the Academic Dishonesty Policy (Figure 1.2-2) and penalty for acts of dishonesty, encouraging ethical behavior of our students. The Student Code of Conduct also addresses appropriate and ethical behavior standards.



Figure 1.2-2 Edison Student Handbook p.32

Academic Dishonesty

1.2c(1) Societal Responsibilities and Support of Key Communities. Our institution, service area, and stakeholders have been positively impacted by the opportunities Edison provides. Our main thrust is to design occasions for life-long learning, be it college transfer, entry-level job opportunity, or personal enhancement. We contribute to the economic well-being of the region by supporting a workforce current in philosophy and skill set, as well as delivering updated training to stakeholder organizations through our Business and Industry contract training programs. Over time, Edison has supplemented the economic condition of our service area with $240 million in business sales and $91 million in labor income, according to a report by CCbenefits, Inc., March 10, 2005.

1.2c(2) Our key communities include our institution, service area, and stakeholder groups, including students. Edison actively engages in activities, events, and opportunities to support and strengthen all. The most obvious are in the areas of education and learning, training and professional development, personal growth, employment, and economic contribution. Health and well-being are provided through Edison’s campus nurse who has expanded offerings to students and staff, as well as providing programming for the community. Routine sick call, flu shots, diagnostic testing, and health awareness programming have increased, hopefully improving the level of health on campus, but at least, increasing awareness of services available.

Cultural events are hosted on campus where the public is invited to attend and participate in. We have for the past eight years offered a biannual international trip available to community members. Our Office for Institutional Advancement supports an annual Holiday Evening; our students’ activities make available various bands and programming events for students, their families, and the community at large; and theatre programming includes public performances throughout the year.

Our Small Business Development Center (SBDC) serves area small businesses and in so doing, contributes to positive relationships and the local economy (Figure 1.2-3).

Figure 1.2-3

Small Business Development Center Source: Quarter 4, 2010 SBCD Report

Alumni and community members share their perspectives both formally and informally through participation on various committees, such as our capital campaign and advisory committees, and through conversations with college employees via career fairs, chambers of commerce membership, etc.

“It is the policy of Edison State Community College that students respect ethical standards and exhibit academic honesty in carrying out their academic assignments. Edison is committed to promoting ethical behavior by educating students about academic honesty and creating conditions that foster academic honesty and other ethical behavior.”


2.0 Strategic Planning 7 www.EdisonOhio.edu

2.0 Strategic Planning 2.1 Strategy Development

2.1a(1) Strategy Development Process. Our mission and vision and our Strategic Guide, accepted by the Board of Trustees in October of 2000 and reviewed in 2006, provide the context for planning and continuous quality improvement. Edison Community College uses the strategy mapping concept of Kaplan and Norton to roadmap its college-wide initiatives (Figure 2.2-3), making certain each plays a role in moving the organization closer to fulfilling its mission. The initiatives are grouped according to the corresponding AQIP categories and the resulting document displays how the various objectives inter-relate and support one another. Also on the map are the person(s) responsible for driving a given initiative and the anticipated completion date. All staff members have the opportunity to include a strategic initiative on the strategy map through their supervisor. The academic deans represent and include the needs of faculty while departmental supervisors represent the needs of line-staff.

Targets are typically set by looking at trend data, as well as comparable data from other institutions and from things learned through professional development opportunities. In November 2008, Edison was required to submit a strategic plan with targets in areas of access, affordability, quality, and economic leadership that aligned our targets with those of other Ohio colleges and universities within the University System of Ohio (USO). As with all targets, the President’s Cabinet analyzes data and makes recommendations with input from discipline faculty, deans, and administrative leadership. These recommendations are shared with the Board of Trustees. Faculty and staff are informed of initiatives first through the President’s Fall Address. Subsequently, meetings with area vice-presidents and divisional deans support the initiative development at individual and department levels.

In 2010, the college began a three-year cycle for the development of strategic plans addressing primary areas identified as part of the C.A.R.E. Plan, or Completion, Access, Retention, and Engagement (Figure 2.1-1). The development of the strategic plans, or Master Plans as Edison refers to them, is in conjunction with the 2010 CQIN project concentrating on alignment, integration, and accountability. Institutional assessment of all plans is an integral part of the C.A.R.E. plan and is driven by the budgeting cycle for future planning.

All major initiatives within the college are monitored through our Edison Communication Repository that is accessible by all staff. Progress is shared within meetings

and special presentations, such as the monthly Board of Trustees meeting.

Figure 2.1-1 C.A.R.E. Strategic Plans

2.1a(2) The C.A.R.E. meetings held fall 2010 included an in-depth analysis of the strengths, weaknesses, opportunities, and threats that currently face Edison. That analysis concluded with 18 key strategies to capitalize on our strengths and opportunities, combat weaknesses, and stave off potential threats. Key data points for queries and research are to be identified to verify and support all strategies. Data queries and reports are available through the offices of Institutional Research and Institutional Planning and Effectiveness as well as the college Dashboard.

The strategic Master Plans are to address the strategies as appropriate and are to be preemptive of shifts that may affect the respective area. Environmental scanning for economic modeling factors such as labor market, employment, population, and educational trends, is included in the Master Plans to assist with future S.W.O.T. analyses and planning.

In order to maintain sustainability and continuance of educational delivery and services, all areas of the college will be expected to undergo an assessment of function, activity, and strategic initiatives stated in the respective Master Plan, as applied to the nine AQIP Categories supporting Edison’s Mission, Vision, Strategic Guide, Key Performance Indicators, and the goals identified by the USO. Departments will report the assessment data and performance to the Department of Institutional Planning and Effectiveness. Summative data will be reported to the campus annually and will be available through the campus website.



2.1b(1), (2) Strategic Objectives. Annual strategies are identified in the President’s Fall Address and are moved out to the departmental level for goal setting, Departmental planning sessions develop the goals and objectives, along with their anticipated completion dates, that support the key strategies. In addition to the strategies stated in the Fall Address, input from employees, internal and external stakeholders, advisory committees and from the USO’s Strategic Plan factor into the development and selection. Goals may change somewhat during the year because of changing circumstances, but remain consistent with our overall goals.

The drivers of all these strategies are increased student learning, student success, market share, revenue availability, and student and stakeholder satisfaction. All faculty and staff are given opportunities for input regarding innovation of college programs and/or services.

All initiatives are charted and monitored through project matrixes and align with our KPIs. The President’s Cabinet reviews proposed initiatives to be certain they are in alignment with our mission, vision, and values, prioritizes those initiatives and builds a budget of support. College-wide initiatives are then placed on the Strategy Map for monthly monitoring [1.1b(2)]. The tracking of measures within our Dashboard/Balanced Scorecard by our administrative staff allows corrective action to be taken if strategies reflect performance gaps.

In addition to college-wide monitoring, individuals or departments responsible for initiatives reflect the progress made in self-assessment aspects of our employee evaluation process. Depending upon goals achieved, this may impact upcoming action plan development.

Figure 2.1-2 displays the 2010 Strategic Initiatives for Edison Community College. The Strategy Map from which these are taken is displayed in Figure 2.2-3.

2010 Strategic Initiatives Person Responsible Timeline Establish Developmental Education Committee Brown May, 2011 Partner with ABLE & ODJFS on Remediation Project Brubaker/Myers Spring, 2011 Create Online AAB Accounting Degree Moore/Dragosavac Fall, 2010 Pilot Navigating Edison (First Year Experience –AQIP 1) Gansz Spring, 2011 Investigate External Stakeholder Environmental Scan Brown Spring, 2011 Develop Support Program for Single Mothers Bean/Francis Spring, 2011 Update Student Handbook Code-of-Conduct Brubaker Spring, 2011 Sponsor Outreach Program with Piqua Junior High School Hare Fall, 2010 Implement OBR Study of CC & ABLE Agreements to Coordinate Remedial Education Michael/Collins/Roth Spring, 2010 Partner With Community Agencies to Identify Support Services For Veterans Roth/Burnam Spring, 2011 Conduct Ethics Training Peltier Spring, 2011 Implement SharePoint Training and Usage Gansz Summer, 2011 Explore Applicant Tracking Options Peltier Spring, 2011 Develop Facilities Master Plan Reke June, 2011 Implement Maxient Software Bornhorst Fall, 2010 Deploy 2010 AQIP 5 Recommendations Administrative Staff Fall, 2010 Create College Policy for Social Media Usage Ford Spring, 2011 Develop Assessment Tracking Methods Brown/Walters/Deans/Heintz Spring, 2011 Develop Enrollment Management Plan Brown/Brubaker Spring, 2011 Develop Institutional Assessment Plan Walters, M December, 2010 Develop Academic Master Plan Brown Spring, 2011 Implement new Datatel Reporting Package Marion Spring, 2011 Implement Official Payments Hirtzinger Fall, 2010 Explore Campus-Wide Print-Management Options Gansz/Walters, N. Spring, 2011 Transition to Direct Lending Brubaker/Richards Spring, 2011 Explore and Implement new Financial Reporting Software Reke May, 2011 Continue Evaluating Motivational Factors (AQIP 4) Ross Spring, 2011 Initiate Development of Annual Review Process with Goal Setting/Departmental Strategic Planning Peltier Fall, 2011 Explore and Implement Auto-Data Population on Online Applications into Datatel Burnam Fall, 2010 Implement New Storage Area Network Gansz/Lawhorn Fall, 2010 Conduct Prospect Research Jacomet September, 2010

Figure 2.1-2 2010 Strategic Initiatives

Source: 2010 Strategy Map



2.2 Strategy Deployment

2.2a(1) Action Plan Development and Deployment. Aligning planning processes with overall institutional strategies is managed at work unit and department levels through the development of their short- and longer-term action plans. Organizational or functional units develop project matrixes to track their goals, periodically updating the percent of completion. The identified goals may be defined based on realized need within the department or in support of institutional strategies. College-wide strategic initiatives are included on the Strategy Map. This alignment is verified at the Cabinet level when department and divisional budgets are juried for budgeted dollars. Edison’s 2010 college-wide initiatives are identified in Figure 2.1-2 with a selection of departmental shorter-term activities in Figure 2.2-1.

Figure 2.2-1 Short-term Action Items

2.2a(b) Action plans are developed at work unit, department, or division levels and bridge between process and outcome. Edison uses a strategy mapping and action plan development process that is posted to the Edison Communication Repository for public review. Action plans include assignment of responsibility, timelines, and budget needs. Progress on action plans is monitored by the President’s Cabinet and reported to those areas of the college directly related to the action being taken. The college’s Board of Trustees is also kept aware of progress on key project designs.

Our requirement of supporting initiatives through a strategy mapping/action plan format, with discussion at multiple levels throughout the organization, ensures our strategies will be sustained and aligned with our mission and vision.

2.2a(3) Funding sources are a key factor impacting our action plan development and deployment. Operational dollars are allocated within the budget development process while capital funding is awarded on documented need.

Grant dollars supplement many new and/or emerging initiatives.

Planning meetings and retreats occur throughout the year but are especially prevalent during our budget preparation. Initiatives that involve a budget request of more than $5,000 must be supported by a strategy map and action plan that reflect the alignment with mission, vision and values, as well who is responsible, the timeline for deployment/ completion, and how dollars will be spent.

Risk assessment is a part of our planning processes and includes various tactics determined by the type initiative being considered. Consideration is given to such things as market penetration, initial cost of deployment and then maintenance, potential benefits to stakeholders, job placement or workplace enhancements, and consistency with our mission.

2.2a(4) Agility/Responsiveness/Adaptability represents an Edison Employee Working Core Value cluster. Edison is able to be agile and respond quickly to changes and emerging needs due to its size, and governance and leadership structure. The modification of existing or the development of new action plans can happen quickly and be deployed without hesitation. Emergency meetings are held at the appropriate level for rapid deployment of the changes. All changes are tempered against appropriate standards to ensure compliance with all legal and ethical standards.

2.2a(5) Edison provides multiple opportunities for training and development of its employee base to ensure its ability to accomplish the action plans and initiatives and its readiness to address changing needs and expectations of our student and stakeholder base. The individual accountable for monitoring the action plan and initiative is also responsible for identifying potential personnel and training needs and costs.

2.2a(6) The achievement of our action plans is monitored at the department or divisional level by periodic updates and percentage-of-completion reporting. Initiatives that appear on the college strategy map are updated monthly and reported back to the college community. All action plans, goals, and initiatives are vetted at the planning table against our organizational objectives and strategies. That alignment is expected to be maintained throughout completion of any item. “Veering left of center” is cause for reevaluation, adjustment and possible elimination of the item.

The effectiveness of our planning systems and strategies is evaluated through various ways including monitoring initiatives and achievement of targets; analyzing results of



key measures related to institutional strategies; reviewing service area impact such as high school penetration rates; and analyzing collected data.

2.2b Performance Projection. Performance projections for institutional strategies and action plans are determined by review of local and regional trends, analysis of data from our Ohio community college cohort, USO expectations, USO Success Points, and the review of benchmarks available through networking with AQIP- and CQIN-member organizations. Department and division leaders evaluate the projections for their reasonableness and a budget development committee recommends the allotment of dollars to the college’s president. The President finalizes the plan for presentation and adoption by the Board of Trustees.

Short- and longer-term targets are set as a part of our annual planning/budgeting activities. Work units, departments, or divisions determine improvement projects and the necessary support processes to promote teaching and learning throughout the organization.

Edison sets targets for achievement and improvement based upon feedback from surveys, forum discussions, and comparative data analysis. Our goal with our community college cohort, state, and national targets is to exceed the mean score and then to improve upon that year.

With regard to our current results, the targets we set are to improve our performance each time we administer a survey document or other instrument of data collection. We are supporting these target points with strategies that encourage communication, providing a basis for a better understanding within our employee base. We believe better understanding of what is being done, how it is being done, and how it aligns with our overall mission, vision, and values, will enhance employee satisfaction.

When reviewing our Dashboard/Balanced Scorecard (Figure 2.2-2) it is apparent that performances are within 5% or surpass determined targets. Because our targets have been set based upon governmental standards or cohort averages, we are pleased yet realize current targets may need to be re-evaluated.

As a member of the Continuous Quality Improvement Network (CQIN), Edison can access a national benchmarking initiative that provides additional data for comparative purposes.

Figure 2.2-2 Edison Community College Dashboard

Figure 2.2-3 2010 Strategy Map, page 1 of 3


3.0 Customer Focus 11 www.EdisonOhio.edu

3.0 Customer Focus 3.1 Customer Engagement.

3.1a(1) Educational Programs, Offerings, and Services / Student and Stakeholder Support. Increased student learning, student success, market share, revenue availability, and student and stakeholder satisfaction are key drivers for all programs, offerings, and services offered by Edison. Proposed changes to and the addition of programs, offerings, and services are reviewed to be certain they are in alignment with our mission, vision, and values.

Edison capitalizes on several different sources to determine changing and innovative support needs for students and stakeholders. Figure 3.1-1 highlights some of the sources. When needs have been identified through surveys, focus groups, staff recommendations, etc., discussion and

prioritization of issues renders action plans to address the desired objective. Major initiatives are monitored through the Edison Communication Repository, and all initiatives for change are reviewed for progress at departmental levels. Communication of plans and progress is available for the college community via the Repository, the Daily Update, and meeting minutes posted on the CQI web page and/or Public Folders.

The CCSSE student engagement survey and the Noel-Levitz Student Satisfaction Survey, offered in alternating years, alumni surveys, marketing analyses, and employer surveys also provide information that can be used to determine if Edison meets student and stakeholder expectations in the programs and services offered.

Key Processes Stakeholder Needs Support Operation

Enrollment Services

• Convenient • Personal Quality Service

Counseling • Varied Availability of format

• Recruitment Retention • Admissions • Course placement • Orientation Advising • Registration • Financial Aid • Personal Counseling • Special Needs counseling and support • Off-site availability

Learning Support

• Quality educational opportunities for transfer, employment, or personal enrichment

• Excellence in programming design delivery • Educational Resources

o Library o Lab facilities o Darke County campus

• Internet Café • Instructional Administration • Learning Center/Computer Labs • Business & Industry Center • Activities • Child care services

Student Life

• Outdoor recreation • Athletics • Cultural activities

• Interscholastic teams • Intramurals • Weight Room • Wellness Activities • Disc Golf Course

Career and Placement Services

• Transferability • Application work experiences • Employment in field

• Articulation Management • Co-ops & Internships • Career Services/Job Placement • Work Study Program

Business Services

• Convenient and affordable access to education and auxiliary services

• Food services • Bookstore services • Financial services • Ample Parking

Figure 3.1-1 Key Student Support Processes



The Edison Board of Trustees, the Edison Foundation Board, alumni groups, advisory committees, and special interest groups have periodic work sessions and meetings where changing needs can be expressed. Addressing those needs follows a similar process as is followed for student concerns.

Academic career and technical programs are reviewed annually through the program advisory committees and every five years through the program review process. Areas that hold certified accreditation such as Phlebotomy are reviewed by the respective governing board according to stated policies. Program modifications, expansions, and deletions are considered during this process. Changes that are considered appropriate by the Curriculum Committee and program faculty are implemented the following academic year. Reviews such as these help us remain current with the needs and demands of our students and service area, and to attract new students to the college.

Results from the various input mechanisms are reviewed by various and respective committees such as President’s Cabinet, Dean’s Council, Marketing Committee, and Assessment Committee, and within departments and is used to develop new programs, to plan for new facilities, and to design student support services that meet the ever-changing needs of our service area.

3.1a(2) Support for the use of Edison’s programs, offerings, and services is continually at the forefront of all marketing materials, campus events focused on enrollment and awareness, and orientation and information sessions. Faculty and staff are actively involved in addressing the needs of students and stakeholders. Front offices, information desks, and the student services suite are staffed during posted business hours, approximately 60 hours per week, to assist others.

Communication avenues include program-specific publications, an expanded course schedule book, and our Edison website, along with Facebook and Twitter sites. Media presence is registered through area television programs, radio, and news releases. All students have a student email account for communication with instructors and other students as well as college-wide announcements. Important announcements for students such as registration dates are posted to the opening page in Web Advisor and all Blackboard course sites. Text messages are sent through our Emergency Alert System.

To address the communication needs of other stakeholders and to ensure awareness of our programs and services, the Business and Industry Center utilizes email and fax to connect directly with the businesses and their employees,

along with targeted brochures and information sheets. The Edison Foundation prepares a monthly newsletter and the Advancement Office produces bi-annual newsletters for alumni.

New academic program development is charged to the Vice President for Education who directs a sequential process determined by a cross-functional team representing academics, student development, and marketing.

Business and Industry designs and implements programs independently and in partnership in response to expressed stakeholder needs. For example, a Police Academy is offered resulting in Ohio Police Officer Training Association (OPOTA) certification in partnership with the Miami County Sheriff’s Department, while an autonomous program would be The Society for Human Resource Management (SHRM) certification. Both programs can be merged into associate degree programs.

Specific programs are also adjusted in offering format to accommodate stakeholder needs. For example, in fall 2004 Edison’s first completely online degree program was introduced. It was a learning community, cohort-based curriculum in Office Systems and Administration, Medical Office Assistant option. Designed to accommodate the needs of students unable to come to campus, it attracted twelve full-time students.

The services that are offered by Edison are periodically reviewed for currency and applicability to needs. Changes that are identified are reviewed for design and alignment to our mission, vision, and values by the responsible department. Proposed changes are shared with other departments or committees such as Dean’s Council for input before deployment. Services and/or processes that are changed are communicated through all standard avenues including email, meetings, and printed publications.

3.1a(3) Edison is able to keep processes and approaches current through its commitment to continuous quality improvement, and its agility and responsiveness to changing needs. Our mission and vision and our Strategic Guide provide the context for planning and continuous quality improvement and set the parameters for Edison’s strategic planning process. This allows us to establish strategic priorities, to address changing student and stakeholder needs, to enhance our performance according to both in-house and external benchmarks and to keep current and innovative in our approach.

3.1b(1) Building a Student and Stakeholder Culture. Edison’s Employee Working Core Values (Figure 1.1-2) clusters represent a cultural thread employees hope will become an integral part of our environmental culture.



Qualities of open communication, cooperation, high performance, innovation, empowerment, and le

Documents

THE OHIO PARTNERSHIP FOR EXCELLENCE AWARD...application for . the ohio partnership for excellence award . edison state community college . 1973 edison drive piqua, ohio 45356 . 800-922-3722