2P1 Design and Operation of Key Non-Instructional Processes. MCC is comprised of two primary organizational units: Academic Affairs and Student and Administrative Services (see Figure O-9 above for a detailed organizational chart). Key non-instructional processes reside in both areas of the college; to the greatest extent possible, organizational units within these areas are structured in a way that stresses the interdependence of instructional and non-instructional functions. Non-instructional processes at the Vice President level are listed in the following table:

In addition to the non-instructional processes under the direction of MCC’s two Vice Presidents, other key processes are organized within the Office of the President and other cabinet-level positions. Among these are:

• Accounting/Finance
• Marketing & Public Relations
• Human Resources
• Regional Technology Initiatives

The design and operation of key non-instructional processes are under the direction of the Student and Administrative Services Office. An overview of the activities of Student and Administrative Services under the broad headings of Student Services, Public Safety, Physical Plant, Workforce and Community Engagement, Athletics, and Grant Development may be accessed here:
http://www.mcc.edu/Stnd-Adm_Serv/sa-serv_index.shtml

2P2 and 2P3 Development of Non-Instructional Objectives. MCC places workforce and economic development alongside its traditional academic and transfer instructional focus, as evidenced by the mission statement in Figure O-1 above. In order to determine major non-instructional objectives, the college engages in community public forums, needs assessment surveys, and other environmental scanning.

In order to determine MCC’s major non-instructional objectives for our external stakeholders we obtain input from community groups and organizations, monitor labor market trends and information, participate in various advisory groups and councils, work closely with the local workforce investment board and state Department of Labor, and obtain feedback from employers. Internal stakeholders as well as external stakeholders are involved in setting these objectives. These objectives are communicated through e-mail, the college web site, and regular meetings. An example of communication of these objectives may be found in the Annual Report of the Foundation for Mott Community College (FMCC), which is described in greater detail in 9R1 and 9R2.

2P4 Assessment and Review of Non-Instructional Objectives. Key non-instructional objectives are developed annually in the strategic planning process described in 8P1 below. Termed “enabling objectives,” these initiatives are tracked in a central database and comprise a significant portion of the annual strategic plan. In addition to the strategic plan, the Board of Trustees and EC review operational activities on a monthly basis through the president’s executive summary. The executive summary is prepared each month for the Board for the purposes of informing that body of major objectives and processes underway on campus. At a policy and strategic leadership level, the Board and EC evaluate the appropriateness and value of all non-instructional objectives.

Non-instructional areas engage in regular reporting cycles that promote the assessment and review of objectives. Programs such as Upward Bound report twice each year to external funders. In addition, a number of MCC’s non-instructional objectives are grant funded. Examples of the review and reporting for grant-funded activities are maintained by the Grant Development Office here:
http://www.mcc.edu/grants/grant_sample.shtml

As demonstrated by Figure 2-1 above, the Vice President of Student and Administrative Services (VPSAS) is charged with the operation of many of the college’s non-instructional objectives. The VPSAS conducts regular meetings with lead managers in key non-instructional areas to assess and review these objectives.

2P5 and 2P6 Faculty/Staff Needs for Other Objectives. Apart from the annual strategic planning process, which incorporated objectives developed at the department level on an annual basis, faculty and staff needs for various objectives are assessed on an ad-hoc basis. The primary tool for determining needs and readjusting objectives and processes is internal survey research. MCC departments utilize the Institutional Research (IR) office to design and deploy surveys that target segments of the college or the institution as a whole. In the recent past, surveys have been conducted on the topics of parking, accounting/purchasing, space utilization, library, and other departments.

One example of such a survey is the internal research conducted for food service on MCC’s campus. Examples of the food service survey—including the survey results—demonstrate the methodology of determining faculty and staff needs related to non-instructional operations. The survey results for employees on the topic of food service may be found here:
http://mccfact.mcc.edu/Surveys/06FoodServEmployeeSurveyResults.pdf

Students were also surveyed on this topic, and an example may be viewed here:
http://mccfact.mcc.edu/Surveys/06FoodServStudentSurveyResults.pdf

2R1 and 2R2 Measures and Performance Results for Non-Instructional Objectives. MCC collects and analyzes numerous indicators of non-instructional objectives and activities, both for internal process management purposes and external reporting and accountability. An extensive list of the measures that are regularly tracked are discussed in greater detail in 7P2. One example is the tracking of call center data. Data are analyzed to reveal patterns by month, especially as those patterns relate to registration and peak period activity. The monthly report is an overview; an additional report is run each day to determine which day of the week is busiest. The data help managers spot activities and correlate them to service needs based on the volume of calls. The following table is an example of the call volume data collected by the MCC Call Center:

Student service departments also routinely track attendance and participation in programs, as does the Center for Teaching and Learning (CTL), which is described in greater detail in 1P11.

Other indicators of major non-instructional objectives include ITS help desk reports, Public Safety incident reports, grants development reports, and similar regular reporting. One non-instructional area that routinely measures performance results is Facilities and the Office of Physical Plant. MCC maintains and updates its physical facilities and routinely updates the college community about improvements. A thorough discussion of inventory classification and assessment results appears in 6I1 below. A recent presentation rich with photographs of recent improvements may be accessed here:
http://www.mcc.edu/Stnd-Adm_Serv/pdf_sas/Welcome_Back_Presentation2008.ppt

2R3 Benchmarking Results for Other Distinctive Objectives. MCC has identified few external comparisons for results on other distinctive objectives. One measure that is routinely tracked is public safety information required by the Clery Act. Benchmarks on public safety are easily correlated with both higher education organizations and traditional police department data that are publicly reported. These data are regularly updated and posted for the community in an interactive format here:
http://www.mcc.edu/16_pubsafety/ps_clery_act_records.shtml

2R4 Impact of Other Distinctive Objectives on MCC and External Environment. Relationships with local community organizations, regional boards and statewide organizations have allowed MCC to take on new initiatives in worker training and increase both credit and non-credit enrollment. These relationships enhance the college’s relationship not only with industry leaders, but with students and the community in general.

One distinctive objective that has a direct impact on MCC and the external environment is workforce development enrollments. The following table shows new program enrollments for 2008-2009:

MCC has a long history of involvement with engaging the community, offering flexibility in programs to meet the changing training and demographic challenges that economically challenged regions face. When available, performance results are fed back into the institution’s relevant processes in this area.

2I1 Recent Improvements in Accomplishing Other Distinctive Objectives. Recent improvements have been made in the development of region-specific continuing education programs, workforce development training and expanding programs based on regional community needs. Many of the programs listed in Figure 2-3 above are newly developed or significantly expanded. The southeast corridor of Genesee County, which comprises a large portion of MCC’s service area, has received special attention as unmet needs in that area continue to grow with new program development, including revamping medical simulation and working with police agencies, trade unions and others to establish and develop programs that meet community and business needs.

2I2 Improvement Efforts for Accomplishing Other Distinctive Objectives. MCC’s culture is most responsive to external forces in identifying improvement efforts. One such example is the MCC web site, which is useful to both internal and external stakeholders. MCC’s web site and its maintenance is an example of how our culture and infrastructure help set targets for improvements in this category. There exist significant expectations that the institutional web site be used as a primary communication tool to provide easy access for all stakeholders to college information and interactive functionality.

The MCC Web Development Team (WDT) has built both the culture and infrastructure to routinely develop and maintain content on web pages by holding monthly meetings, focused WDT support meetings with departments involved in creating new web content, and a powerful content management database with email notifications regarding content needing updates. WDT meetings include a review and discussion of what new areas are scheduled for development or improvement.

In response to the rapidly changing nature of state and local workforce needs, key MCC staff have served as leaders in the implementation and improvement of workforce development initiatives, most notably the Michigan No Worker Left Behind program, with a focus on meeting or exceeding the performance targets established by the State.

The culture and infrastructure of MCC allows both credit and non-credit programs to be flexible and meet specific needs. Specific process improvements include using Datatel to track and monitor students in all non-credit programming. Targets are developed by looking at baseline data, analyzing state, federal and local funding and meeting changing community needs.