Category 4: Valuing People

 

Reacting
Systematic
Aligned
Integrated
Isolated tasks and
activities address
immediate needs
Repeatable, proactive
processes with clear
and explicit goals
Stable, consciously
managed, regularly
evaluated
Regularly improved
through analysis,
innovation and sharing

Because employees, students and other stakeholders make up the overwhelming majority of its available resources and stated mission, MCC places a very high importance on Valuing People.  Many of the systems and processes described in this category concern the department of Human Resources, but a variety of important programs and initiatives that demonstrate the value placed on people exist throughout the organization.  We believe the current status of these efforts to be at the level of Systematic and Aligned.

MCC has a very stable labor environment and most MCC faculty and staff continue to be represented by unions and are covered under collective bargaining agreements (see figure 4-2 below).  Although a Right to Work Law was passed recently in Michigan, it is only effective upon contract expiration and consequently it has had no impact at MCC to date.  Management does not anticipate a significant reduction in union membership when the legislation is implemented at MCC given the history and significance of the labor movement in our internal and external environments.  Human Resources employs a collaborative problem solving approach to labor relations; most bargaining units meet regularly with the college in "Joint Labor Management (JLM)" type meetings to discuss contract maintenance and address problems as they arise.  In addition to stable labor relations, MCC also enjoys comparatively low employee turnover rates and favorable responses from employees on exit surveys upon separation and retirement as described in 4R1 and 4R2.

Since the 2009 Systems Portfolio, MCC has made dramatic improvements in employee recognition programs, such as the monthly Kudos & Compliments program, which debuted in 2011 and an annual years of service recognition program, which debuted in 2010.  These recent improvements are described in 4I1 and 4I2.  In addition, MCC has dramatically expanded its efforts in professional and personal development for employees through the Center for Teaching and Learning (CTL), which was relatively new in 2009.  The CTL has matured into a stable and visible feature of MCC's culture and regularly provides professional development and personal enrichment opportunities.  The CTL also coordinates a number of important employee-led advisory committees that are central to Valuing People, among them the Wellness Advisory Council (WAC), the Professional Development Advisory Council (PDAC), and the Experiential Learning Advisory Council (ELAC).  MCC also recently adopted a Cultural Values Statement, which is described in 5P1 and 5I1 below.

The President and Executive Cabinet (EC) are now exploring the deployment of an all-employee workplace satisfaction survey called the Personal Assessment of the College Environment (PACE) produced by the National Initiative for Leadership & Institutional Effectiveness (NILE).  Plans for the administration of such a survey, which will be deployed in early 2014, are in development.

In summary, the activities and results described for Valuing People indicate that MCC is performing in a Systematic or Aligned manner that is repeatable, proactive, stable and consciously managed.

4P1 and 4P2 Credentials, Skills and Values of MCC Employees.MCC has invested considerable time and effort over the past several years improving the quality of job descriptions.  Regarded by many of MCC's peers as a best practice, the well-developed process of job description development and maintenance is a significant strength.  The creation and approval of job descriptions is a formal process at MCC, and many employee classifications contain common language that set high standards for customer service and dedication to student learning.  Part of this focus on job descriptions has been to ensure that we are accurately stating the variety of requirements needed for success.  The process of creating or changing job duties exists through the Job Evaluation Committee (JEC).  Documentation of this process may be found here:  http://www.mcc.edu/hr_protected/pdf/Job_Evaluation_Procedure_For_Supervisors.pdf 

CC3C. 

(4) Mott faculty and staff have several opportunities for professional development. First, as negotiated through the faculty CBA, the college sets aside funding that can be used for assistance with graduate tuition or conference and workshop expenses.  In addition, several ongoing professional development opportunities take place in the Center for Teaching and Learning (CTL).  The mission and history of the CTL is described in detail under 1P11. Faculty members seeking to implement a service-learning component into their course curricula can utilize the Office of Professional Development and Experiential Learning.  Details about this office can be found here:
 http://www.mcc.edu/professional_dev/el_about.shtml

MCC also strives to provide faculty with the technological support they need to be successful in the classroom. To do so, the ITS department maintains a faculty support center, which is available to any staff or faculty member on a walk in basis.  The center serves as a resource area for instructional technology by providing equipment and training faculty how to implement new technologies. 

The hiring process itself, particularly with respect to full-time employees and faculty, is highly structured and monitored by Human Resources (HR) staff.  HR staff has implemented verification process to ensure that job candidates possess the required credentials and meet the qualifications for the job. Details of the verification process for faculty members can be accessed here:
 http://www.mcc.edu/hr/pdf/01-Verification_of_Qualifications_Procedure%28FT_Faculty%29.pdf

Manager evaluations of candidates are evaluated by HR staff prior to inviting candidates to participate in the selection process.  Disagreements between the hiring manager and HR staff are reconciled early in the process.  In addition, the Chief Human Resources Officer (CHRO) signs off on each full-time new hire validating that the candidate possesses the minimum qualifications.  A similar documentation process is in place for part-time faculty. 

The Department of Human Resources maintains a Staffing Office with HR professionals who are dedicated to supporting managers in the hiring process.  Application, screening, and hiring processes are highly formalized and each member of all interview committees complete required training in legal guidelines and professional conduct during the interview process.   MCC utilizes an online talent management platform called PeopleAdmin.  This computer-based tool allows managers to access applications, resumes, as well as credential and background checks in real time.  During this process, managers verify that all applicants meet mandatory minimum requirements.  The entire screening and selection process is captured in an online environment and can be administered in a paperless fashion (paper resumes and cover letters may also be printed).  Hiring is recognized to be a strength within the organization.

CC3C. 

(5) Instructors are accessible for student inquiry. Full-time faculty members are required to maintain at least six office hours per week. Part-time faculty members maintain a pro-rata number of office hours based on the portion of a full-time load they are teaching.  Further, these office hours must be posted on the faculty member's office door and must be filed with the Dean. In addition faculty members are assigned a voice mailbox for sending and receiving telephone messages and provided an email account. 

(6) Staff members providing student support services, such as tutoring, financial aid, Advising, and co-curricular activities, are appropriately qualified, trained and supported in their professional development. Staff members providing student support services are subject to the same rigorous hiring process as all other employees, outlined above in 4P1 and 4P2. This ensures that they meet the qualifications specified in each job description.

 Individual managers are responsible for determining the training needs of their area, although in some cases, such as when training is focused on a new process or system, training is mandatory for all employees, including student support services staff.  The CTL, mentioned above in 3C(4) also provides many professional development opportunities that student services staff find valuable.  For instance, the CTL hosted a workshop during the summer 2013 semester that was designed to help faculty and staff better serve students with mental illness.

4P3 and 4P4 Employee Recruitment, Hiring, Orientation and Retention. The recruitment process is highly structured and includes the involvement of internal stakeholders while retaining for the hiring manager the final selection decision.  Open competitive efforts are conducted for most positions and advertising is conducted in appropriate markets depending on the nature of the job.  Each selection process is well documented.  HR staff maintains and are constantly updating an exhaustive inventory of recruitment sources organized by type of job.  MCC is a charter member of the Higher Education Recruiting Consortium.   The college annually updates its Affirmative Action Plan using an outside consultant and the data in this plan influences the recruitment efforts of the College.  In order to orient new employees to the mission and values of MCC, all new hires are presented with an orientation program by HR.  The outline of this presentation can be accessed here:  http://www.mcc.edu/hr/pdf/Employee_Orientation_Presentation.pdf

In addition, a comprehensive orientation program is conducted by Academic Affairs for new faculty.  Probationary faculty meet in cohort groups for the first three years.  This practice has created a greater sense of community among incoming faculty and has established connections across disciplines.

The college's compensation and benefits plans, its organizational stability and reputation, and its positive working environment produce a long-term turnover rate of approximately seven percent and most of this turnover is the result of retirements, promotional and growth opportunities and spousal transfers.  An additional key factor contributing to retention is the open, transparent communication efforts of the President and senior management.  The organization deals directly with dysfunctional or substandard performance and HR staff invest considerable time and effort assisting supervisors with such situations.  While adhering to the principles of just cause and due process, employees are coached and as necessary, disciplined and exited where their performance is detrimental to the organization.  Success in this area is largely dependent on the capacity, courage, tenacity and strength of individual supervisors.  Figure 4-1 below lists the bargaining units and part-time and full-time numbers for employees at MCC as of Fall 2012:

Employee Group Full-Time Part-Time Total
Faculty (Postsecondary Teachers) 139 349 488
Library & Instructional Support Occupations 79 29 108
Management Occupations 48 5 53
Business & Financial Operations Occupations 17 4 21
Computer, Engineering & Science Occupations 22 1 23
Community Service, Legal, Arts & Media Occupations 10 24 34
Healthcare Practitioners & Technical Occupations 1 0 1
Service Occupations 41 38 79
Office and Administrative Support Occupations 59 17 76
Natural Resources, Construction & Maintenance Occupations 9 0 9
TOTAL 425 467 892
Figure 4-1 Employees by Assigned Position (IPEDS Fall 2012)

Monthly recognition of outstanding faculty and staff, annual appreciation activities and a commitment to professional development opportunities are also factors in our retention success.  While the College does not have a formal, structured retention program, a variety of factors influence the low turnover rate which is the key measure of retention.  Results for employee retention appear in Figure 4-5 below. 

4P5Human Resources Planning. MCC's office of Human Resources has developed a systematic approach for planning for changes in personnel.  While no formal succession plans exist, as discussed in 4P4 above, HR does a great deal to track and measure employee retention and strengthen hiring and recruiting practices, both of which are well-developed and communicated throughout the organization. 

4P6Organizational Productivity and Employee Satisfaction.MCC designs a number of its work processes to contribute to productivity and satisfaction among employees.  The organizational culture is one of openness that requires stakeholder involvement in process design.  The HR Office has created a cross-functional task force representative of the employee population; this group is convened on an ad-hoc basis to provide input when HR is initially considering new approaches (such as the revisions to the employee recognition program described in 4I1 below).

4P7Ethical Practices of Employees.All MCC employees operate under a comprehensive conflict of interest policy enacted by the Board of Trustees.  This policy, which appears as item 5808 in the Board's Human Resources policies, states that "Employees must not engage in any activities, transactions, or relationships that are incompatible with the impartial, objective and effective performance of their duties."  Specifically, this policy defines conflict of interest as a situation when "an employee is in a position to influence a decision or transaction in connection with or arising from the business dealings and relationships of Mott College, that may result in a benefit or personal gain for that employee or for a relative." 


CC2A. 

All MCC employees operate under an employee code of conduct specified as item 5800 in the Board's human resource policies.  In general, "employees are required to conduct all College activities, operations, business dealings and relationships with integrity, honesty, and respect for others, in compliance with all applicable laws and regulations and the ethical standards of their profession."

  In addition, item 5800 prohibits certain behaviors deemed unethical by the institution.  For example, the text states that "employees may not accept, directly or indirectly, any money or objects of value from any person or company that has, or is doing or seeking, business with the college" and "providing excessive gifts or entertainment to others who may represent potential business is prohibited." The item in its entirety can be found here: http://www.mcc.edu/board_policies/5000.shtml#bp5808
Any employee with the ability to use college funds to make purchases is required to sign a conflict of interest disclosure form each year.  This form can be accessed here: http://www.mcc.edu/hr/pdf/Conflict_of_interest.pdf

Policy 1325 outlines a code of conduct for the members of the Board. This policy includes items such as, "Board members must avoid any conflict of interest with respect to their fiduciary responsibility to the College." The entire text of this policy can be found here: http://www.mcc.edu/board_policies/1000.shtml#bp1325

In addition to Board policy, MCC Faculty and Student policies dictate the need for ethical practices on the part of all.  MCC's Academic Integrity policy begins with the sentence:  "Ethical conduct is the obligation of every member of the Mott College community."  The entire policy appears here:
http://www.mcc.edu/policies/student_acad_integrity.shtml

CC2E. 

(2) Mott works to ensure that students are aware of the ethical and appropriate use of resources in numerous ways.  First, as mentioned above, part of student services includes a Writing Center, which guides students in all aspects of research and writing, including the appropriate use of resources.  Second, the college website makes the academic integrity policy easily accessible to students.  Part D of this policy includes a definition and examples of plagiarism as well as links to helpful outside sources on the topic.  This policy can be found here: http://www.mcc.edu/policies/student_acad_integrity.shtml.

Finally, students must take six credit hours in English Composition to meet their general education requirements. Part of the curricula in these courses is designed to educate students about the proper and ethical use of information resources.

(3) The institution has and enforces policies on academic honesty and integrity.

MCC's academic honesty policy can be accessed here: http://www.mcc.edu/policies/student_acad_integrity.shtml

In addition, the college has a process in place to handle cases of academic dishonesty.  A detailed account of this process can be found here: http://www.mcc.edu/policies/student_acad_discipline.shtml

Managers, supervisors, and other employees with the ability to purchase goods and services must sign a conflict of interest disclosure form on an annual basis.  The form may be accessed here:
http://www.mcc.edu/hr/pdf/Conflict_of_interest.pdf

The MCC Purchasing Department continues to uphold the highest standards of excellence and integrity in all supplier relationships.  MCC is also committed to adhering to the Code of Ethics promoted by the National Association of Educational Buyers (NAEB).

4P8 and 4P9 Employee Training Needs. A number of different processes are used to determine employee training needs at MCC.  For both faculty and staff, individual managers are charged with the development of the employees that report to them.  Training needs for faculty are reviewed and determined in several different ways, including reviews by academic deans, program coordinators, the Vice President for Academic Affairs, as well as program advisory committees.  For faculty, the Center for Teaching and Learning (CTL) determines and provides training.  In academic areas, professional development is often based upon assessment of student learning results.   More detail about the CTL may be found in 1P11 above.

Training that is aligned with short-term planning is usually focused on new processes or systems.  Other types of mandatory training, such as Sexual Harassment Prevention Training and Active Shooter Response Training, are deployed across the campus to all employees regardless of employee group.

MCC has significantly expanded resources for the training and development of part-time and adjunct faculty.  The Annual Adjunct & Part-Time Faculty Academy was launched in 2012, and has taken place twice as of fall 2013.  The Academy is open to all part-time and adjunct faculty at MCC.  At present, a total of 80 faculty have participated in the two Academies.  The Adjunct Academy features four concurrent, regular-length workshops on a variety of topics related to improving teaching and learning.  In the past these have included sessions related to working with under-prepared students, using Blackboard more effectively, and classroom assessment strategies.  In August 2013, the Adjunct Academy also included six "lightning round" sessions of 8-10 minutes each, which allowed participants to learn about new ideas in a fast-paced, easily accessible format.

4P10Employee Performance Evaluation. Employee evaluation at MCC varies by employee group and is subject to several collective bargaining agreements (CBAs) with organized unions.  Over the past several years, a concerted effort to bargain the principles of continuous improvement into personnel evaluation systems has taken place.  The most developed example of this orientation appears in the contract for Faculty, the employee group that constitutes the majority of MCC's total employees:

Faculty Evaluation and Development

The purpose of faculty evaluation and development is to establish a continuous improvement process focused on improving instruction and student learning and supporting professional growth through a meaningful faculty development program. When performance is significantly weak or unsatisfactory, the content of performance evaluation will be linked to the progressive discipline process.  [Article X.2.b]
Figure 4-2 Faculty Contract Language on Evaluation and Continuous Improvement

A wide range of resources are available to managers in all areas to use personnel evaluation processes.  Prepared and maintained by Human Resources, those resources may be accessed here:
http://www.mcc.edu/hr_protected/hr_supervisorinfo.shtml


CC3C. 

(1) MCC faculty turnover rates are low, as indicated in the table 4-4 under 4R1 and 4R2.  The high continuity of our faculty help to ensure that experienced faculty teaches and is engaged in important non-classroom roles.  Faculty members sit on the College Professional Study Committee (CPSC), which is charged with curriculum oversight.  In addition, several faculty members sit on the Committee for Student Assessment and Learning (CASL). 

(2) All instructors are appropriately credentialed, including those in dual credit, contractual and consortial programs.  All instructors at MCC, regardless of their status, must meet the criteria specified in the job descriptions.  This includes possessing the appropriate credentials. 

(3) Instructors are evaluated regularly in accordance with established institutional policies and procedures.  Full-time continuing contract faculty and adjunct faculty meet with their Dean once every three years for an evaluation.  The evaluation includes a review of the Student Instructor Evaluation Forms (SEIF's).  SEIF's are in-house student evaluation forms administered to each of the instructor's courses at the end of the semester. SEIF results are provided to the instructor and aggregated into a file for the division and the Dean.  In addition, faculty members write a self-evaluation for the Dean in preparation of this review.

Part-time (non-adjunct) faculty members and probationary faculty members (those full-time faculty members in their first three years of employment) are evaluated at least every other semester.  These evaluations include classroom visitation, administrative evaluation, and peer evaluations in addition to the SIEF's. 

Many of the personnel evaluation systems in place on campus are described in collective bargaining agreements (CBAs).  The table below outlines the contractual provisions for MCC's employee groups where applicable:

Employee Group Provisions for Evaluation
EA Full-time faculty members are probationary for the first three years of employment; continuing contract status granted after successful evaluations by Deans or designees and faculty committees; part-time/adjunct employees evaluated every other semester.
Exempt Exempt employees have no collective bargaining agreement (non-union); personnel evaluation not specifically documented outside of the materials available on HR web; varies from supervisor to supervisor.
M&O Employee performance provisions in contract linked to progressive discipline procedure.
PSO Personnel evaluation not specifically documented outside of the materials available on HR web; varies from supervisor to supervisor.
PT Contract specifies evaluation of non-probationary employees and includes development goals, listing of strengths and weaknesses, etc.
Secretarial/Clerical Personnel evaluation not specifically documented outside of the materials available on HR web; varies from supervisor to supervisor.
S&M Performance assessments specified in contract; every 12 months a written performance appraisal reviewed by employee and supervisor.
Figure 4-3 MCC Performance Evaluation Processes by Employee Group

MCC continues to utilize a coaching and development process for employee performance.  This process was first developed after HLC feedback from 2000 and 2003, which encouraged MCC to make evaluation of personnel consistent across the organization. First rolled out in 2005, the now well-established coaching and development process is used by managers supervising employees in all bargaining units.  From the beginning of the process, coaching and development at MCC has had four clearly stated goals:

  1. Help employees grow, develop, improve, succeed and contribute to the organization.
  2. Link individual behavior with organizational goals, plans and values.
  3. Summarize and document the ongoing dialogue between the supervisor and employee on performance and development.
  4. Document past employee strengths, accomplishments, contributions and successes as well as areas needing improvement and shortcomings.

Initial rollout of the process is documented in detail below:
http://www.mcc.edu/hr_protected/pdf/rolloutpackage0305.pdf

The Coaching and Development process form used by managers at MCC may be accessed here:
http://www.mcc.edu/hr_protected/pdf/Coaching_and_Development_Form.pdf

4P11 Employee Recognition, Reward, Compensation and Benefits.Compensation and benefits programs are negotiated with the various labor organizations on campus and can be characterized as collaborative.  Traditional salary schedules reward and recognize longevity, but numerous initiatives such as the Health Benefits Task Force (HBTF) engage employees and employee unions in problem-solving work to lower costs and provide quality benefits.  MCC currently does not have compensation or benefit program linked to performance or contribution except to the extent that superior performers are provided promotional opportunities.  MCC's compensation and benefits programs continue to be at or comparable to other programs in the market.  Further, the institution uses a total compensation approach in bargaining.  Where costs for components of total compensation are excessive, attention has been focused to bring such costs more in line with the market, even when this requires bargaining over many years. 

Another important design feature surrounding benefits is the long-standing practice of collaborative problem solving regarding health insurance coverage for college employees.  The Health Benefits Task Force (HBTF) is a product of the Administrative Support, Maintenance & Operations (M&O), Professional-Technical, and Supervisory/Managerial (S&M) labor agreements.  When the current labor agreements were negotiated for these groups, both the College and the Unions recognized that additional changes would need to be made to our health insurance plans to ensure that they are affordable.  As a result, labor and management agreed to create a task force to identify additional cost saving improvements and plan features for possible approval by the individual groups. 

The model of using a task force to design changes to our health insurance which are then subsequently negotiated has been used by labor and management a number of times in the past approximately thirteen years.  The basic idea behind this model is to ensure the same health plan is offered to all of the groups participating in the task force.  Offering a common benefit across all units is valued by employees and their Unions and is viewed as beneficial to Management because it promotes ease of administration and leads to the largest possible participation which can positively affect premium rates.  Looked at from the collective bargaining point of view, the task force is a multi-unit work group (really a pre-bargaining subcommittee so to speak) that creates a framework for adoption, saving the negotiators time at the bargaining table and enabling bargaining to be completed more quickly.

Another recognition and reward mechanism in place for MCC faculty and staff are the annual Innovation Awards.  Recently re-named the Faculty/Staff Innovation and Student Success Awards, this competitive process is open to all MCC faculty and staff.  The awards are funded by the Foundation for Mott Community College (FMCC) and administered by the Office of Professional Development and Experiential Learning as a way to improve and enhance student success at MCC.  Each year, funding is awarded by a selection committee comprised of both faculty and staff to support up to five projects at a maximum of $1,000 per project.  Proposals may be submitted by individuals as well as by teams of two or more people.  Upon completion of the project, a final written report about impact on student success must be submitted and all projects are shared during a faculty/staff meeting the following year.  The application process for the Faculty/Staff Innovation and Student Success Awards may be accessed here:
http://www.mcc.edu/acad_affairs/pdf_acad_affairs/innovation_guidelines.pdf

4P12 Motivation of Faculty, Staff and Administrators.MCC has made recent improvements to its formal institution-wide process for employee motivation.  Among these are the expansion or creation of recognition programs such as Kudos & Compliments, Years of Service Recognition, Retiree Receptions, Faculty/Staff Innovation Awards, among others.  These efforts are described in detail in 4I1 below.  Individual managers do consciously determine key issues related to motivation of faculty, staff, and administrators; they analyze motivational issues and select courses of action independently.  During standing meetings—such as faculty, division, and department meetings—various strategies are employed to motivate employees and keep them informed of important developments.

4P13 Employee Satisfaction, Health and Safety.To promote health and wellness, Human Resources has contracted with HelpNet, a confidential Employee Assistance Program (EAP) for MCC employees and their families.  In addition, Human Resources maintains a web page with links to various health and wellness services provided by the various insurance providers.  The Health Sciences Division also operates a full-service Fitness Center with hours Monday – Thursday.  In addition, MCC operates its own police department (for a detailed description of public safety processes, see the answer to item 6P3 below).

The recent Office of Federal Contract Compliance Programs (OFCCP) audit through the United States Department of Labor was limited to a file review, indicating that MCC's documentation of diversity efforts was exceptional.  Regional peers indicate that OFFCP nearly always require a site audit, and one area university has requested MCC to deliver a presentation on its Affirmative Action efforts.

MCC has also created a large group of employees in every campus building as members of an Emergency Response Team (ERT).  When an emergency has been declared on campus, members of the ERT wear yellow vests/jackets and provide directions for taking shelter, exiting buildings or other safety instructions.  MCC employees are trained to quickly and accurately follow their directions.  MCC also maintains an Emergency Notification System which allows students, faculty and staff to receive text messages in the event of emergencies and campus closures.  Additional technology provided by Information Technology Services (ITS) for emergency preparedness is described in 6I1 below.

4R1 and 4R2 Measures and Performance Results for Valuing People.Currently, no systematic process exists for the evaluation of satisfaction for current employees.  MCC plans to administer the NILE-PACE survey in early 2014.  Human Resources also conducts exit interviews with regular, full-time employees who leave the institution.   An analysis of the exit interview reports from December 2009 – August 2013 show a high degree of satisfaction on a number of indicators:

Question Strongly Agree
/Agree
No
Opinion
Disagree/
Strongly Disagree
Overall, a nice place to work 100% 0% 0%
I felt proud to have been an employee 96.7% 3.3% 0%
Policies were consistently and fairly applied 80% 13.3% 6.7%
Lines of communication were open between management and staff/faculty 66.7% 3.3% 30%
There was good cooperation in my department 80% 6.7% 13.3%
My supervisor was knowledgeable about his/her job 73.3% 16.7% 10%
Employee morale was positive 73.3% 13.3% 13.3%
I felt I worked up to my capability 97% 0% 3%
Figure 4-4 Employee Exit Survey Data 2009-2013

In 2005-2009, nearly 25% of respondents who disagreed or strongly disagreed with the statement "Policies were consistently and fairly applied," a potential area for concern.  For the period reflected above (2009-2013), only 6.7% responded disagree or strongly disagree, a marked improvement.

In the absence of direct measures of employee satisfaction, historical turnover rates demonstrate a constant rate of attrition.  MCC's turnover rate is low, and the exit interviews and surveys referenced in 4R1 and 4R2 above indicate that employees' reasons for leaving are largely external.  Historical turnover rates are tracked by MCC's Office of Human Resources:

Employee Group 2007 2008 2009 2010 2011 2012
EA 4.77% 4.00% 2.02% 11.64% 5.79% 2.79%
Exempt 9.68% 10.00% 3.23% 6.45% 3.45% 3.45%
M&O 6.87% 10.18% 2.55% 16.54% 6.19% 2.88%
PSO 9.38% 0.00% 6.52% 9.91% 28.44% 4.36%
PT 6.39% 13.57% 5.33% 6.28% 3.20% 4.22%
Admin Support 0.00% 8.43% 3.37% 11.94% 8.67% 3.70%
S&M 12.15% 5.29% 7.63% 7.69% 16.54% 2.13%
TOTAL 6.36% 8.12% 3.75% 12.18% 8.52% 3.52%
Figure 4-5 Historical Turnover Rates 2007-2012 (provided by Human Resources)

4R3 Evidence of Employee Productivity and Effectiveness.MCC currently collects few specific college-wide measures of productivity and effectiveness for faculty, staff and administrators.  The SIEF report data reported in 3R2 above is one potential measure of productivity and effectiveness for faculty employees (see Figure 3-5 above).

One example of results in the area of professional development of employees is significant growth in use and attendance of MCC's Center for Teaching and Learning (CTL).  In the almost two years since the CTL migrated to new space in the Mott Library, the number of professional and personal development offerings (workshops, events, other activities), number of attendees, and number of presenters has grown significantly.  For example, in academic year 2010-11 (the last year the CTL was housed in a relatively small classroom space in a different building on campus) 101 professional development workshops and other activities were offered.  These were attended by 634 people.  For the same period in 2011-12, the CTL hosted 253 workshops with 1,460 attendees (including 628 full and part-time faculty and 392 non-faculty staff).

4R4 Benchmarking Results for Valuing People.Since the implementation of recent employee recognition programs, MCC collects and analyzes some performance for valuing people; however there are few elements of comparison data from other organizations. 

MCC is currently working to address an opportunity identified by the 2009 Systems Appraisal regarding employee satisfaction survey.  In recent years, a number of activities to research and document employee and stakeholder satisfaction occurred during MCC's two consecutive years of recognition by the Aspen Institute's College Excellence Program.  The President and Executive Cabinet (EC) are now exploring the deployment of an all-employee workplace satisfaction survey such as the Personal Assessment of the College Environment (PACE) produced by the National Initiative for Leadership & Institutional Effectiveness (NILE). The survey will be deployed in early 2014.

4I1Recent Improvements in Valuing People.MCC has both formal and informal efforts to improve processes that value people.  Since 2009, the employee recognition program has been completely redesigned by a cross-functional team of employees led by Human Resources.  As reported in the previous Systems Portfolio, attempts were underway to update an old "Golden Apple" recognition process which had suffered from low turnout and participation rates.  After experimenting with a very large recognition event, a new monthly program was introduced in 2011.

The new employee recognition program is called Kudos & Compliments.  This monthly program provides a way to recognize the extra efforts made by employees every day and to express appreciation for a job well done.  To be eligible for nomination, an employee must

  1. Have at least six months of employment at Mott and
  2. Be a full‐ or part‐time employee OR be a temporary employee on Mott's Payroll.

Nominations may be submitted at any time by completing the online form below. Individuals may receive a Kudos & Compliments award only once per fiscal year. Monthly winners will be recognized in their individual departments by their supervisor/manager.

A seven‐member selection committee, consisting of representatives from Academic Affairs, Student & Administrative Services, Human Resources, and the President's areas meets monthly to review nominations and make a selection recommendation. Committee members and members of the Executive Cabinet are not eligible for nomination.  Details about the selection process and schedule of events and recognition may be accessed here:
http://www.mcc.edu/hr_protected/hr_emprecog_kudoscompliments.shtml

In addition to Kudos & Compliments, MCC continues to maintain a retiree recognition program.  Recently the event was moved to an off-campus location and has become a more intimate and inviting celebration for retirees and members of their friends and family.  Each supervisor provides a career profile for the retiree; this profile is printed in a high-quality booklet and shared during a formal presentation in the presence of the college President and members of the Executive Cabinet (EC).  The Friends of the Mott Library continue to honor MCC retirees by purchasing and donating a book selection of the retiree's choice.  Often times these choices are a mix of academic or recreational reading.  For many years this has been a meaningful and popular way in which to honor retirees which culminates in an annual event for supervisors, retirees and their families.

4I2 Improvement Efforts for Valuing People.MCC's culture and infrastructure create an atmosphere that is conducive to valuing people.  A common method of discussing improved performance in this area is the frequent President's Open Forum; these are events organized by the President's Office.  Open Forums are regularly held for students at MCC's major locations.  The President and senior college administrators usually make a very brief presentation and solicit comments, questions, and feedback from the students in attendance.  A note-taker records the student comments and these are discussed and evaluated by EC, which develops appropriate action steps. 

MCC boasts extraordinary longevity among employees.  In 2010 a program to celebrate and recognize years of service by MCC employees was introduced as part of the Welcome Back Breakfast in the Fall.  Because not all employees were actually "returning" to campus, the event was renamed the All-Employee Breakfast and Employee Service Recognition.  The event, which is part of a series of kick-off events for the Fall semester, is held off campus and hosted by the President.  New employees are also introduced and brief updates are made by the President and Vice Presidents.  In a ceremony facilitated by the Vice President for Academic Affairs, employees are recognized for their years of service to MCC.  They are presented with lapel pins with a different color stone corresponding to their years of service.

  2009 2010 2011 2012 2013
5 Years (Pink) 37 45 41 52 41
10 Years (Yellow) 32 21 36 36 35
15 Years (Green) 7 14 22 43 30
20 Years (Red) 19 9 9 10 20
25 Years (Diamond) 10 8 5 11 16
30 Years (Navy Blue) 4 7 5 3 7
35 Years (Purple) 2 2 2 2 1
40 Years (Turquoise) 3 1 1 1 2
45 Years (Orange) 1 0 3 0 1
Figure 4-6 Years of Service Recognition 2009-2013

The program has become a formal recognition of what has long been viewed as a strength of MCC: the loyalty and longevity of hundreds of employees for significant lengths of time.