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>>> WE ARE GOING TO START THE MEETING FOR THE BOARD OF TRUSTEES.
VERIFICATION OF NOTICE OF MEETING ON FILE WITH THE OFFICE OF CHANCELLOR PER TEXAS GOVERNMENT CODE 551.1282.
THIS MEETING IS BEING BROADCAST AND INCLUDES CAPTIONS ON THE INTERNET IN THE MATTER PRESCRIBED BY THE TEXAS GOVERNMENT CODE 551.128.
[1. Certification of Notice Posted for the Meeting]
MR. CHANCELLOR.>> MR. CHAIR, I CERTIFY THAT THE NOTICE OR THIS MEETING WAS POSTED ACCORDING TO TEXAS GOVERNMENT CODE 551.104.
[2A. Faculty Load Presentation by Boston Consulting Group Presenters: Justin Lonon, Lili Tran, John Robertson, Kelsey Clark]
>> A LOT OF WORK HAS GONE INTO THE PRESENTATION THAT WE ARE ABOUT TO D.
>> LET ME KIND OF JUST START IT BY, ONE, THANKING THE BOARD.
THIS WAS A -- I KNOW A BIG DECISION ON THE PART OF THE BOARD TO ENGAGE THE BOSTON CONSULTING GROUP TO LOOK AT 3 SOMETHING THAT'S ABSOLUTELY FUNDAMENTAL TO OUR OPERATIONS AND HOW WE MEET THE NEEDS OF STUDENTS THROUGH THOSE THAT DEAL WITH US EVERY DAY IN THE CLASSROOM.
AS WE WERE PREPARING FOR THIS WE HAD A GROUP OF FACULTY WHO LOOKED AT FACULTY LOAD AND VARIOUS ASPECTS OF THAT THAT WE LOOKED AT.
COMING OUT OF THAT WE REALIZED THAT THERE WERE CLEARLY INEQUITIES TAKING PLACE WITHIN -- BETWEEN COLLEAGUES AND HOW THEY TREATED FACULTY, BETWEEN SOMETIMES DEPARTMENTS WITHIN THE SAME COLLEGE AND THAT WHEN WE G IN -- WE BEGIN TO LOOK AT AND CALCULATE LOAD REALIZED THAT PO POLICY WAS BEING INTERPRETED DIFFERENTLY AT DIFFERENT COLLEGES AND THE COMPLEXITY OF ALL THAT -- YOU KNOW, EVERYONE HAD THEIR STRONG BELIEF THAT IT WAS CORRECT IN TERMS OF WHAT WAS TAKING PLACE.
I DON'T THINK ANYONE WOULD DO ANYTHING THAT THEY INTENTIONALLY CREATED INEQUITY WITHIN THE FACULTY BUT CERTAINLY IT BECAME CLEAR YEARS AND YEARS AND YEARS OF PRACTICE HAD EVOLVED IN SUCH A WAY THAT WE NEEDED TO STEP BACK AND REALLY TAKE AN OBJECTIVE LOOK AT MAKING SURE THAT WE WERE CONSIDERING NOT ONLY WHAT WE WERE DOING INTERNALLY BUT BENCHMARKING AGAINST OVER ORGANIZATIONS AND INSTITUTIONS IN HOW THEY WERE RECOGNIZED.
THERE'S 22 COMMUNITY COLLEGES.
WE ARE COMPETING FOR THE BEST TALENT IN THE CLASSROOM TO MEET THE NEEDS OF OUR STUDENTS.
WE WERE LOOKING AT -- ASKED THE QUESTION WHO DO WE NEED TO TAKE INTO CONSIDERATION AS WE GO FORWARD TO ENSURING THAT OUR FACULTY NOT ONLY ARE THE BEST BUT THAT THEY -- THAT WE ARE ABLE TO RECOGNIZE AND SERVE BY HAVING A FACULTY THAT REFLECTS THOSE NEEDS.
SO I APPRECIATE, AGAIN, THE BOARD AND CHAIR FOR ALLOWING US TO ENTER INTO THIS AGREEMENT.
I THINK YOU'LL SEE TODAY WE'RE NOT GOING TO ALK ABOUT RECOMMENDATIONS AT THIS TIME BUT ARE GOING TO LOOK AT HOW THIS WENT ABOUT THE FINDINGS THAT ARE RELEVANT AND THEN WE WILL BE GIVEN A LOT MORE READING MATERIAL.
WITH THAT I THINK MAYBE JOHN I'LL TURN IT OVER TO YOU UNLESS THERE'S QUESTIONS.
WE WILL GIVE YOU ONE MORE ITEM, ABOUT 109 PAGES.
WE WILL BE TRYING TO DEFINE TERMS AS WE GO THROUGH THIS.
I WILL BE HAPPY TO ENTERTAIN IT IF WE UST SKIM OVER SOMETHING.
THERE IS A LOT OF ACADEMIC, FINANCE, ADMINISTRATIVE JARGON IN THIS.
LIKE DR. MAYS SAID, THERE'S NO DECISIONS TODAY.
WE ARE JUST STARTING THE INFORMATION, WE ARE GOING TO GIVE YOU MORE.
WE ARE COMING BACK ON JUNE 20TH AND WE'LL BE REVIEWING WHAT WE TALKED ABOUT TODAY AND E WILL BE ASKING -- LOOKING AT SOME OF THE MORE FUNCTIONS CONSIDERED SO THAT WE CAN START TO BUILD THAT INTO OUR PLANS FOR NEXT YEAR.
THIS IS THE TRUE BRAINS BEHIND THE OPERATION.
IF YOU EVER THINK WHAT IT IS, I'LL CORRECT YOU MR. CHAIR, THIS IS THE REAL BRAINS OF THE OPERATION.
SHE TAKES ON A LOT OF BIG DATA, MORE THAN WE COULD EVER DO AND GETTING IT DOWN OF THINGS TO LOOK AT.
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Y'ALL KNOW LILI TRAN, OUR NEW CHIEF HR OFFICER.I JUST WANTED TO MAKE SURE THAT YOU KNEW HER.
MOST OF MY WORK IS IN TEXAS EDUCATION O FROM EARLY CHILDHOOD, K-12 AND HIGHER ED.
IT'S BEEN MENTIONED BUT JUST WANT TO REITERATE YOU HAVE TWO BOUNCES. TODAY IS REALLY ABOUT WHAT ARE SOME OF THE KEY FINDINGS, WHAT ARE THE FACTS THAT WE ACTUALLY FOUND AND THEN WE'LL COME BACK AGAIN ON THE 25TH AND START TALKING ABOUT WHAT THE ACTUAL RECOMMENDATIONS ARE.
I DO WANT TO DO BEFORE I START ON DEFINITIONS, SO WHEN WE SAY FACULTY LOAD TO US THAT MEANS THREE THINGS.
SO YOU HAVE YOUR REGULAR OURSE LOAD, REALLY SIMPLE KIND OF THE WAY I THINK ABOUT IT IS THAT MEANS I'VE GOT FIVE COURSES THAT I'M TEACHING IN THE FALL AND FIVE COURSES THAT I'M TEACHING IN THE SRING.
THAT'S WHAT I'M CONTRACTUALLY AS A FULL TIME EMPLOYEE GOING TO TEACH.
SO RELEASE TIME IS I MIGHT GIVE UP ONE OF THOSE COURSES AS A FULL TIME FACULTY MEMBER AND DO SOMETHING ADMINISTRATIVE.
SO THAT MIGHT BE A FACULTY COORDINATOR OR LEAD SOME COMMITTEE.
I'M GOING TO GET THOSE FIVE COURSES BUT I'M REALLY ONLY TEACHING FOUR AND I MIGHT BE DOING THE ADMINISTRATIVE FOR THAT FIFTH ONE.
THAT AGAIN ONLY HAPPENS IN THE FALL AND IN THE SPRING.
SO SAY I'VE NOW GOT -- SO I'M TEACHING FOUR CLASSES, I HAVE ONE RELEASE TIME AND THEN I'M GOING TO PICK UP TWO CLASSES.
THOSE TWO CLASSES NOW ARE EXTRA SERVICE.
SO I'M GOING TO GET COMPENSATED ADDITIONALLY BEYOND THE NORMAL CLASSES.
SO THAT'S WHEN WE TALK ABOUT FACULTY LOAD, ALL THOSE COMPONENTS WE ARE THINKING ABOUT.
THEN SCHEDULING IS HOW DOES IT ACTUALLY WORK OF MAKING THAT SCHEDULE, WHAT FIVE COURSES OR SEVEN COURSES YOU ARE ACTUALLY GOING TO TEACH.
SO JUST TO GIVE YOU GUYS SOME KIND OF -- WHENEVER I BROADLY SAY FACULTY LOAD THOSE ARE ALL THE COMPONENTS I'M LOOKING AT.
>> I FORGOT TO TELL THEM THERE'S A TEST AT THE END.
>> FACULTY LOAD FOR REGULAR COURSES IS FIVE COURSES?
FOR SIMPLE REASONS I IN MY MIND SAY FIVE HOURS EACH.
IF IT'S FOUR HOURS THEN THAT CHANGES.
FOR REALLY SIMPLE IT'S USUALLY JUST FIVE.
>> THAT'S WHERE IT ALL STARTS GETTING VERY COMPLEX VERY FAST.
THIS FIRST PAGE HERE, JOE ACTUALLY REALLY HITS IT HERE ON THE LEFT-HAND SIDE OF THE CONTEXT OF THAT ENGAGEMENT.
I THINK PART OF THAT WHAT WE WANTED THERE IS HOW PREVALENT WITH THE THINGS THAT WE ARE HEARING.
SO JOE MENTIONED HEARING THINGS, HEARING ABOUT THE INEQUITY BUT WE ACTUALLY WANTED TO LOOK HOW WIDESPREAD IS THIS, HOW ARE WE SEEING IT, IS IT ISOLATED OR ACROSS THE BOARD? WHAT IS DRIVING THESE IS ONE THING AND THEN THE RECOMMENDATION.
THAT'S THE FOUNDATION OF THE WORK THAT WE DID.
SO WE THEN TOOK A THREE PHASE APPROACH.
THE FIRST ONE WAS GATHERING A TON OF DATA.
SO WE ARE ACTUALLY WORKING TO 3 LOAD DATA, ALL SORTS OF DATA THAT WE WOULD THEN WANT TO ANALYZE AND BE ABLE TO KIND OF LOOK AT.
THEN ACTUALLY DEVELOPING THE FACT BSE.
THIS IS WHERE WE WILL SPEND ALL OF OUR TIME TODAY.
THEN THE LAST PHASE WAS THE RECOMMENDATION.
SO LOOKING AT A VARIETY OF OPTIONS, CTUALLY RECOMMENDATIONS AND THEN THINKING ABOUT HOW WE ACTUALLY GET THAT DONE.
[INAUDIBLE] AT ANY GIVEN TIME?
>> WE HAD ME PLUS TWO FULL TIME BUT E ALSO HAD SOME THAT WOULD BE OFF AND ON PEOPLE.
>> SO THIS IS A WIDE VARIETY OF INPUT.
OBVIOUSLY I MENTIONED A LOT OF DATA WAS LOOKED AT.
SO WE DID THAT. WE ALSO TALKED TO AS MANY PEOPLE AS WE POSSIBLY COULD.
SO WE TALKED TO THE COLLEGE PRESIDENT, WE TALKED TO THE VPS, BOTH THE BUSINESS AND INSTRUCTION, WE TALK TODAY -- TALKED TO THE HR COUNCIL, PRESIDENTS OF FACULTY ASSOCIATION.
THERE'S OTHERS THAT WE TALKED TO.
WE REALLY WANTED TO MAKE SURE THAT WE WERE COVERING A WIDE VARIETY OF PEOPLE THAT WE WERE TALKING TO.
WE ALSO WANTED TO DO A SURVEY TO MAKE SURE THAT WE WERE GETTING THE BREATH.
THE INTERVIEWS IN FOCUS GROUP WAS DEEP TO UNDERSTAND SOMETHING BUT WE ALSO WANT TO HEAR FROM AS MANY PEOPLE AS POSSIBLE.
SO? THAT SURVEY I THINK THERE WAS ABOUT 600 FULL TIME FACULTY THAT ANSWERED THE SURVEY.
ABOUT 200 PART TIME AND THEN 200 BETWEEN PROBABLY DEANS AND OTHER
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ADMINISTRATORS.AGAIN, TRYING TO MAKE SURE THAT WE ARE GETTING AS MANY VOICES AS WE COULD IN THIS WORK.
THEN THE LAST PIECE WE DID WAS BENCHMARK RESEARCH.
THIS E DIDN'T DO EVERY COMMUNITY COLLEGE WITHIN THE STATE, E JUST CHOOSE SIX.
IT WAS AUSTIN, ALAMO, HOUSTON, TARRANT, LONE STAR AND COLLIN COUNTY.
WE WANTED TO UNDERSTAND THEIR PRACTICES, WHAT THEY WERE SEEING AS WELL AS WHAT WE WERE SEEING HERE.
>> WHERE YOU TALKED ABOUT THE PREVIOUS SLIDE, THE INTERVIEWS AND FOCUS GROUPS, HOW DID YOU IDENTIFY THOSE INVOLVING THAT? WAS IT PRETTY MUCH AN OPEN CALL PUT OUT OR SOMEONE MAKING RECOMMENDATIONS ON WHO HOULD BE INTERVIEWED AND BE FOCUSSED ON?
>> THE FIRST COUPLE OF GROUPS THAT WE HAD, WHICH WAS COLLEGE PRESIDENTS, DIFFERENT COUNCILS THAT ALREADY EXISTED.
WHEN WE MET WITH THE VPS WE ASKED GIVE US A RECOMMENDATION, NOT JUST YOUR ALL STARS BUT A MIX.
SO WE TALKED WITH THOSE INITIAL GROUPS AND THEN EXPANDED ON WHO ELSE WE TALKED TO.
>> BASICALLY YOU DIDN'T PUT OUT AN OPEN CALL FOR ANY FACULTY THAT WOULD WANT TO COME AND BE A PART OF AN INTERVIEW OR FOCUS GROUP?
>> SO FOR THE INTERVIEWS AND FOCUS GROUPS YOU USED WHOEVER THE COLLEGE PRESIDENTS OR THE VPS OR THE DEANS SUGGESTED?
>> BUT FACULTY WAS A PART OF EITHER THE INTERVIEWS OR THE FOCUS GROUPS OR WAS IT JUST AT THE ADMINISTRATIVE LEVEL?
>> THE ONLY FACULTY WE TALKED TO IN THE ACTUAL INTERVIEWS FOCUS GROUPS WOULD HAVE BEEN PART OF THE FACULTY ASSOCIATION, SO THE PRESIDENTS AND THE FACULTY ASSOCIATION.
ALL THE OTHER FACULTY WOULD HAVE BEEN COVERED IN THE SURVEY.
>> AND THE SURVEY WAS PUT OUT TO EVERYONE, ALL FACULTY?
>> SO IF THEY DIDN'T PARTICIPATE IT WAS A CHOICE THEY MADE, NOT BECAUSE ANYBODY PREVENTED THEM FROM GIVING THEIR INPUT?
THE SURVEY HAS WELL HAD MOSTLY MULTIPLE CHOICE BUT THERE WERE PLENTY OF OPPORTUNITIES FOR RESPONSE.
>> THEN YOU SAID 600 FULL TIME FACULTY RESPONDED.
HOW MANY FULL TIME FACULTY DO WE HAVE?
>> WE HAD A HIGH RESPONSE RATE.
>> REALLY HIGH FOR FULL TIME, YES.
>> O AGAIN THE SLIDES THAT WE'LL SEE, ALL OF THEM ARE IN SOMETHING WE EITHER SAW IN THE FOCUS GROUP, INTERVIEW OR FROM THE SURVEY.
SO SLIDE FIVE IS HOW WE REALLY -- HOW WE THINK ABOUT THIS.
TAKE A MINUTE TO KIND OF WALK THROUGH THIS.
IT'S THIS IDEA THAT YOU HAVE CONTEXT.
THAT'S KIND OF IF YOU THINK ABOUT THE WORLD THAT WE LIVE IN.
BEHAVIORS ARE ALWAYS RATIONAL GIVEN THEIR CONTEXT.
THEN THOSE BEHAVIORS DRIVE ULTIMATE PERFORMANCE.
WHEN WE WALK THROUGH THIS WE ARE GOING TO WALK THROUGH SECTIONS OF THINGS WE SAW IN THE CONTEXT WHICH IS DRIVING SOME THINGS, WHICH ARE ACTUALLY DRIVING THE BEHAVIORS THAT'S THEN DRIVING THE PERFORMANCE THAT WE ARE SEEING.
>> THIS IS AN IMPORTANT SLIDE.
>> THIS IS NORMAL THINGS THAT WE DEAL WITH.
IF YOU NEED TO CHANGE BEHAVIOR YOU HAVE TO UNDERSTAND THE CONTEXT OF WHAT IS DRIVING THAT BEHAVIOR.
>> THAT'S WHAT WE TRY NOT TO DO.
>> THIS ILLUSTRATES WITH A FACTUAL SCENARIO DRIVEN FROM THE FACULTY?
SO WHAT WE'LL SEE IS THERE IS NOT CLEAR ACCOUNTABILITY OR OWNERSHIP FOR LOAD WHICH THEN DRIVES BEHAVIOR OF THE PEOPLE ARE THEN OUT OF POLICY, WHICH THEN CAN DRIVE THINGS LIKE THEY'RE GOING TO STAY AROUND LONGER SO THEN YOU'VE GOT FACULTY THAT DON'T REFLECT STUDENTS POPULATION.
DOES THAT MAKE SENSE? WE CAN WALK THROUGH.
I CAN MAKE SURE THAT WHEN I'M WALKING THROUGH TALKING THROUGH HOW ALL OF THESE WILL LINKED TOGETHER IF THAT'S HELPFUL AS WELL.
SO EACH ONE OF THESE SECTIONS ON CONTEXT BEHAVIORS AND PERFORMANCE STARTS WITH THIS PAGE LIKE ON SLIDE SIX.
WE'LL GO THROUGH EACH OF THESE BUT EACH ONE OF THESE STARTS WITH THIS.
FOR CONTEXT WHAT IT IS IS WE SEE THAT POLICIES ARE INCONSISTENT AND UNCLEAR.
THERE ARE SOME POLICIES THAT ARE JUST INHERENTLY INEQUITABLE.
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I ALREADY MENTIONED THERE'S LACK OF CLEAR ACCOUNTABILITY IN MANAGEMENT FOR ACTUAL LOAD.THE INFRASTRUCTURE AROUND ALL OF THESE AND THEN LASTLY IS THIS KIND OF MISALIGNMENT WITH ORGANIZATIONAL AND INCENTIVES.
SO DIFFERENT PEOPLE HAVE DIFFERENT INCENTIVES AND IT'S JUST ATTENTION THAT WE'LL SEE.
AGAIN, WE'LL DIVE INTO EACH OF THESE.
>> DID YOU'VE RUN NTO ANY SCENARIO WHERE EVERYBODY WAS PRETTY MUCH ON THE WHOLE HAPPY WITH HOW THINGS WERE BEING HANDLED REGARDING FACULTY LOAD?
>> I THINK IF YOU LOOK AT LIKE CERTAIN THINGS, YES, BUT I WOULD SAY EVERY CONVERSATION THAT WE HAD IS THAT THERE WAS DEFINITELY ROOM FOR IMPROVEMENT.
EXAMPLE WHEN I SAY POLICIES CAN BE INCONSISTENT --
>> IT'S AN EXAMPLE OF 14.7 WEEKLY CONTACT HOURS.
SO JUST THE FACT THAT IT'S ACTUALLY INCONSISTENT EVEN WITHIN THE POLICIES.
>> CONTACT HOURS, FAMILIAR WITH WHAT WE MEAN BY CONTACT HOURS, THAT'S THE INSTRUCTIONAL FACE-TO-FACE TIME WITH THE STUDENT.
>> I THOUGHT A FEW YEARS BACK WE WENT THROUGH THIS SITUATION WHERE ADJUNCTS BENEFIT THEY HAD -- THEY WENT A CERTAIN AMOUNT OF LOAD BUT NOT FULL TIME.
BETWEEN CREDIT, CLOCK AND CONTACT HOURS IS WHAT?
>> SEMESTER CREDIT HOURS ARE THE MEASUREMENTS THAT WE CHARGE TUITION BY WHICH BASICALLY REPRESENTS --
>> WELL, IT'S -- YEAH, NORMALLY WOULD BE 15 ONTACT HOURS PER CREDIT HOUR IN A THREE HOUR COURSE.
SO NORMAL 16 WEEK COURSE ROUGHLY WOULD BE 45, 48 CONTACT HOURS EQUALS THREE HOURS.
HOWEVER, AS YOU'LL SEE IN -- WE CALCULATE LABS DIFFERENTLY.
SO SOMETIMES CLOCK HOURS ARE COM COMPUTED DIRECTLY TO CREDIT HOURS, SOMETIMES THEY DON'T.
>> THE CLOCK HOURS MEANS THAT THERE'S A FACULTY MEMBER IN THE CLASSROOM ENGAGING WITH THE STUDENTS. IT'S EITHER IN PERSON OR ONLINE OR SOME ASPECT OF THAT.
>> THIS ONE IS THE MAX NUMB LOAD.
WE JUST TALKED ABOUT THOSE CREDIT HOURS OR THOSE CLOCK HOURS.
BY NOT HAVING THE REALLY CLEAR DEFINITION OF LIKE HIS IS HE TYPE OF HOURS 'M TALKING TO YOU CAN GET DIFFERENT THINGS.
THAT'S WHERE YOU GET INTO THE PROBLEM.
YOU TALK ABOUT HOW HAS THIS THEN REPLICATE INTO BEHAVIORS IS IT'S REALLY HARD TO MANAGE CONSISTENTLY.
YOU IGHT HAVE ONE COLLEGE THAT DEFINES THAT AS CREDIT HOURS PER WEEK, YOU MIGHT HAVE ONE CALL IT BY CONTACT HOURS SO THEN YOU START GETTING SOME INCONSISTENT HOURS.
>> A LECTURE HAS 48 CONTACT HOURS PER WEEK AND THAT EQUATES TO 20% LOAD.
IN MY REALLY SIMPLE EXAMPLE, THAT WAS THE ONE CLASS.
YOU'RE TEACHING FIVE, IT REPRESENTS ONE.
A LAB, SAME NUMBERS, SO YOU'RE IN RONT OF STUDENTS THE SAME NUMBER OF HOURS PER WEEK BUT IT HAS A LOWER LOAD, IT ONLY HAS 13% LOAD.
WE SAW THIS AS A RANGE OF MORE OF A QUESTION OF HIGHER ED.
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THEY SHOULD BE REDUCED AT SOME RANGE.SAME AMOUNT OF TIME FOR STUDENTS.
MOST OF THE -- THOSE SIX BENCHMARKS, INSTITUTIONS THAT WE DID ALMOST ALL OF THEM HAVE A ONE FOR ONE AND DON'T REDUCE THIS 20% AND 30%.
>> THAT'S AN INTERESTING POINT.
YOU TAKE THIS FIRST LECTURE, THAT SIMPLE EXAMPLE, THAT'S THE THREE SEMESTER CREDIT HOUR COURSE.
A LAB IS TYPICALLY ONE SEMESTER CREDIT HOUR.
TOGETHER THEY ARE TYPICALLY FOUR SEMESTER CREDIT HOURS. THERE'S VARIATIONS TO ALL OF THIS.
WE ARE GOING TO KEEP THIS BECAUSE JOHN GETS CONFUSED TOO.
SO DON'T FEEL ALONE ON THIS, PLEASE.
>> THAT'S WHY THE TA'S DO LABS.
>> MANY TIMES IN UNIVERSITIES THEY DO THAT.
WE'VE DONE SOME OTHER THINGS, WE MAKE IT EASIER ON PEOPLE SO IT'S NOT AS HARD IN THE LABS AND THEY ARE ORE EFFICIENTLY USED.
THAT'S PRETTY MUCH HIGHER ED DISTRICT WIDE.
OUR HIGHER ED ALTOGETHER ARE MAKING THE LABS MORE EFFICIENT.
THAT IS AN EXCELLENT QUESTION THAT WE'LL TALK ABOUT.
>> I WOULD ARGUE THAT THERE'S INEQUITY AND WE ARE NOT GOING TO GIVE THE RECOMMENDATIONS HERE BUT SAFETY ISSUES ARE ANOTHER THING.
YOU'VE GOT TO THEN TEACH ORE TO GET THE AMOUNT OF LOAD.
THEN WE ARE LIKE HOW MANY PEOPLE DOES THIS IMPACT? THIS IS ON THE RIGHT-HAND SIDE.
YOU CAN SEE ALMOST 60% OF FULL TIME ARE TEACHING SOME SORT OF LAB.
ALMOST HALF OF THE PART TIME ARE TEACHING LAB.
A MAJORITY OF THE FACULTY AND DEANS THAT WE SURVEYED SAW THAT THE WAY THE LOAD WAS CALCULATED FOR A LAB WAS UNFAIR.
>> SO THEY ARE BEING UNDERPAID FOR THEIR TIME WITH LABS?
>> 58 AND 47% ARE BEING UNDERPAID FOR THE LABS? IS THAT WHAT THAT MEANS?
YOU'RE GOING IN THE RIGHT DIRECTION.
WE NEED SOME EQUITY IN THE WAY THAT LABS AND LECTURES ARE TREATED.
>> SO THE NEXT ONE TALKS ABOUT COURSE CAPACITY.
THIS ONE HAS DEFINITELY A LOT OF INFORMATION ON ONE SLIDE.
>> THE FIRST TEST, WHO KNOWS WHAT A COURSE CAPACITY IS OR SECTION CAPACITY IS? WE USE THIS IF WE HAVE A COURSE THAT IS -- WE SAY THE MAXIMUM CLASS SIZE IS 25 STUDENTS.
WE HAVE 20 STUDENTS IN THAT CLASS, WE ARE AT 75% CAPACITY OR COURSE CAPACITY.
THAT IS MEANT TO HOLD 25 STUDENTS BUT WE'VE ONLY GOT 20 IN IT OR IT MAY BE AT 100%, WE HAVE 25 STUDENTS IN THERE.
WHAT DRIVES IT IS THE SIDES OF THE ROOM, THE FACTOR OR WHAT GOES INTO COURSE CAPACITY.
OR IT MAY BE THE DISCIPLINE REQUIRES CERTAIN THINGS.
MANY OF OUR NURSING COURSES AS YOU KNOW, THE SIZE ARE LIMITED.
SO THERE ARE ALL KINDS OF FACTOR THAT IS GOES INTO WHAT THOSE ARE.
AGAIN, WE ARE NOT GOING TO DELVE INTO ALL THOSE DETAILS TODAY.
WHEN TALKING ABOUT COURSE CAPACITY, SUPPOSE YOU WERE RARING ROOM UTILIZATION, THAT'S HOW MANY TIMES SOMEONE IS IN ROOM.
COURSE CAPACITY IS HOW WELL YOU FILL THE ROOM WHEN YOU HAVE IT UTILIZED.
>> SO SAY LIKE CHEMISTRY 101, IF YOU HAVE FIVE CHEMISTRY 101 CLASSES AT EL CENTRO THE TOTAL NUMBER OF SEATS AVAILABLE IS THE SECTION AND EACH CLASSROOM IS THE COURSE CALCULATION, IS THAT RIGHT?
>> YOU WOULD PROBABLY DEFINE IT AS CAPACITY IS WHAT THE MAXIMUM NUMBER OF STUDENTS AND THEN THERE'S UTILIZATION, WHICH IS HOW MANY OF THAT CAPACITY ARE WE ACTUALLY USING.
>> IN EACH CLASSROOM AND IN THE TOTAL NUMBER OF COURSES OFFERED IN THAT TIME FRAME?
>> THAT'S THE DIFFERENCE BETWEEN COURSE AND SECTION?
>> THINK HERE NOT A STANDARDIZED -- SO YOU MENTIONED LIKE LET'S SAY THERE'S ENGLISH 1301.
THERE MIGHT BE A RECOMMENDED CAPACITY FOR 15 TO 25 STUDENTS IN THAT CLASS.
BUT THEN WHAT WE'VE ACTUALLY FOUND IS HERE'S ACTUALLY -- WHEN YOU GO IN THE DATA THERE'S A RANGE F DIFFERENT CAPACITIES.
SOME MIGHT SAY 15 AND SOME MAY SAY 40 BECAUSE THE ROOM HOLDS 40.
WHAT YOU SEE ON THE LEFT-HAND SIDE IS THERE ARE A COUPLE OF COURSES WHERE YOU HAVE A RECOMMENDED CAPACITY. THIS IS
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COURSE CAPACITY VERSES RECOMMENDED.SO 10% OF THE LASSES THE ACTUAL CAPACITY IS LESS THAN THE RECOMMENDED.
35% IS EQUAL TO THE RECOMMENDED AND 55% OF THOSE COURSES ARE ACTUALLY GREATER THAN THE RECOMMENDED.
THAT COULD BE, AGAIN, LIKE I JUST MENTIONED BECAUSE THE CLASSROOM HOLDS 40.
SO I'M GOING TO SET IT AT 40 EVEN THOUGH THE RECOMMENDED S 25.
THE MIDDLE THERE STARTS -- SO EVERY TINY LITTLE LINE IS ACTUALLY A COURSE.
SO YOU CAN START TO SEE ACROSS THOSE SECTIONS OF THAT COURSE WHAT IS THE VARIATION.
SO THERE ARE SOME THERE, THERE'S ZERO BECAUSE THERE'S NOTHING.
THAT MEANS THAT ALL OF THE SECTIONS ARE THE SAME ACROSS THAT ENTIRE COURSE.
THEN YOU CAN START TO SEE OVER HERE WHEN YOU GO FURTHER DOWN THERE'S SOME PLACES WHERE RE THERE'S A WIDE RANGE WITHIN THE SECTIONS FOR THAT COURSE OF THE ACTUAL CAPACITY.
SO THEN WHAT THIS LAST CHART DOES IS LOOKING AT THE VERY LAST ONE YOU NOTICE IS GREEN.
SO JUST THAT COURSE, THE SECTIONS FOR THAT COURSE.
SO I CAN SEE THERE ARE SOME SECTIONS OVER 30 THAT HAVE CAPACITY SET FOR LESS THAN BUT THERE ARE SOME THAT HAVE A CAPACITY FOR OVER 75.
>> SO IF YOU AND I ARE TEACHING THE SAME COURSE AND I HAVE A BIGGER ROOM AND I HAVE 40 AND YOU HAVE 25 STUDENTS, DO WE GET PAID THE SAME?
>> UNLESS IT'S NOT AN ONLINE COURSE THERE IS A DIFFERENTIAL THAT OES INTO THAT FACTOR.
YOU'LL SEE MANY TIMES AS WE GO THROUGH SOME OF THE DATA AND TALK ABOUT MODALITIES IN A MINUTE ASO.
WE ARE GOING TO DIG INTO THE PARTS.
THERE ARE JUST MORE THAN ONE [INAUDIBLE] AND THAT'S WHY WE WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS THAT THIS IS NOT SOMETHING YOU GET A TWO HOUR CRASH COURSE HERE.
>> THE WORD RECOMMENDED, RECOMMENDED BY WHO?
>> THIS WAS -- THERE ARE A GROUP OF FACULTY ALL BASED ON ACADEMIC RESEARCH, WHAT IS RIGHT CLASS SIZE FOR THAT COURSE.
WHEN WE SAY RECOMMENDED THERE ARE A HANDFUL THAT HAVE REGULATIONS THROUGHOUT THE DISTRICT, THEY ARE JUST NOT STA STANDARDIZED.
>> IN OUR MASTER PLANS, I WON'T SAY IT'S THE EXACT ACROSS BUT WE HAVE BUILT OUR ROOMS TO HOLD 25 STUDENTS.
THAT'S NOT TRUE IN EVERY AREA.
THAT'S A GENERALIZED STATEMENT, I REALIZE, BUT THAT'S ONE OF THE THINGS THAT WE ARE LOOKING AT IN THE MODELLING S THAT ABILITY -- YOU KNOW, I WOULD LOVE A ROOM THAT CAN CHANGE TO SIX STUDENTS OR 40 STUDENTS AS WE TALK ABOUT THE MAST ERE PLAN.
THE DIFFERENCE OF THE STANDARDS OVER ALL, THAT HAS BEEN THE TRADITIONAL WAY OF DOING THINGS.
WHEN WE ARE TALKING ABOUT MOVING INTO A NEWER ERA OF WORK GROUPS AND THE WAY STUDENTS STUDY AND THE WAY THEY GET TOGETHER, IT ALL IMPACTS THIS.
THAT'S WHY THIS REPORT IS SO IMPORTANT IN UNDERSTANDING THIS TO GO ALONG WITH OUR MASTER PLANNING SESSION.
>> IS THAT RECOMMENDED 20 YEARS AGO, WAS THAT RECOMMENDED LAST WEEK? IS THAT WHAT IS GOING TO BE RECOMMENDED IN --
>> THERE WAS A GROUP PRETTY RECENTLY.
>> THEY LOOK AT IT ON A REGULAR BASIS.
BY THEY I MEAN IT CAN BE A COMMITTEE GROUP OR COLLECTION OF THAT.
USUALLY A LOT OF -- WE HAVE SOME VERY GOOD DEANS THAT GET TOGETHER AND LOOK AT THESE TYPE OF THINGS ABOUT WHAT THEY HAVE.
SOMETIMES -- IT MAY BE SOMETHING WHEN YOU PUT 40 IN A ROOM WE DON'T HAVE ROOMS THAT HAVE CAPACITY TO HOLD 40 STUDENTS.
THIS COULD ALSO BE BETWEEN COLLEGES, EVEN ON THE RECOMMENDED JUST BECAUSE THE SPACE AVAILABLE.
>> SO WHERE YOU HAVE IN THE EXAMPLE YOU GAVE HERE ON THE RIGHT, YOU MIGHT HAVE SOME FACULTY TEACHING 60 STUDENTS WHILE OTHERS ARE TEACHING 0 OF THE SAME CLASS, JUST TWO DIFFERENT TEACHERS.
SO ARE WE LOOKING AT POSSIBLY A DIFFERENCE TO MAKE UP FOR THAT INEQUITY OR HOW DOES THIS GET RESOLVED AND ADDRESSED?
>> I DON'T WANT TO NOT ANSWER YOUR QUESTION BUT WE ARE.
WE ARE GOING TO GET TO THAT RECOMMENDATION.
>> BASICALLY THE END GOAL IS TO HAVE A MORE EQUITABLE COMPENSATION?
>> VERSUS HAVES AND HAVE NOTS, WHO GETS MORE AND WHO GETS LESS?
I CAN'T PROMISE THAT EVERYTHING IS GOING TO BE PERFECT.
THAT'S WHAT WE ARE GETTING MORE EQUITY.
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>> THE LAST EXAMPLE THAT WE HAVE IN THE INEQUITABLE POLICIES, WE'VE STARTED TO MENTION THIS.
THIS IS THE DIFFERENT BETWEEN MODALITIES.
SO ACROSS MODALITIES HAT YOU SEE IS ON THE VERY LEFT-HAND SIDE HERE THIS IS THE COMPENSATION YOU WOULD GET IF IT'S IN REGULAR LOAD.
SO IF IT'S PART OF YOUR ACTUAL CONTRACT.
SO IF IT'S FACE-TO-FACE IT'S THIS GREEN LINE.
SO YOU GET ABOUT $6,000 FOR THAT SECTION.
IF YOU'RE ON THIS BLUE LINE, TEACHING ONLINE I HAVE INCREASING BECAUSE I GET THE UP SIZE.
IF I GET OVER 25 I THEN GET A PER STUDENT KIND OF BUMP THAT I GET.
SO IF I'M TEACHING THE EXACT SAME COURSE, ONE FACE-TO-FACE, ONE ONLINE, I HAVE THE CHANCE TO GET THE EXTRA PAY IF I WERE TO ACTUALLY DO ONLINE VERSES THE FACE-TO-FACE.
>> WHAT WAS THE RATIONAL FOR THAT? IT SEEMS LIKE FACE-TO-FACE IS MORE PROPENSIVE.
YOU SIT HOME IN YOUR PJS AND TEACH A CLASS.
THEY SAID WE ARE ON THAT THING 24 HOURS A DAY ANSWERING STUDENTS E-MAILS AND QUESTIONS.
IT'S HARDER TO DO AN ON LINE CLASS THAN FACE-TO-FACE WHERE I MARCH THEM IN, PREACH FOR 50 MINUTES AND SEND THEM OUT THE DOOR AND MEET WITH THEM IN MY OFFICE HOURS.
SO I GOT CONVINCED IT MIGHT ACTUALLY TAKE MORE WORK.
IT HAS TO BE STRUCTURED FOR SURE. THIS IS WHAT I'M BEING TOLD.
>> THIS NEXT SMALL ONE JUST LOOKS AT IT IF YOU GET EXTRA SERVICE.
SO YOU DON'T GET COMPENSATED THE SAME THAN IF IT'S A REGULAR LOAD.
THE GREEN LINE IS FACE-TO-FACE, SO WE'LL SAY THAT YOU GET $2,000 FOR THAT EXTRA COURSE FACE-TO-FACE, ON THE BLUE LINE YOU WILL NOTICE THAT YOU HAVE THE CHANCE FOR THE UPSIDE BUT YOU ALSO HAVE THE DOWNSIDE.
SO IF IT'S UNDER ENROLLED THEN YOU'RE GOING TO GET A LITTLE BIT LESS THAN IF IT WAS AT FULL CAPACITY. THAT'S JUST SOME WHAT THAT CAUSES IN THAT EXTRA SERVICE IS HERE ON THE RIGHT-HAND SIDE, WHICH EVEN WITHIN THAT EANS I CAN BE TEACHING TWO SECTIONS ONLINE, THE FIRST EXAMPLE YOU HAVE TWO SECTIONS WITH 25 STUDENTS EACH, SO YOU GET A TOTAL COST OF ABOUT $4,500.
THE NEXT EXAMPLE I'VE GOT ONE SECTION WITH 13, ONE SECTION WITH 7 AND I'M GETTING 16% MORE.
SO THIS IS WHERE YOU CAN SEE AN EXAMPLE OF LIKE THIS CONTEXT DRIVES BEHAVIOR TO SAY CAN YOU TAKE THESE 12 STUDENTS AND YOU PUT THEM IN THIS SECTION BECAUSE I GET 16% MORE OF MY COMPENSATION BY DOING THAT WHICH IS A VERY RATIONAL THING.
I'M DOING THE SAME AMOUNT OF WORK BUT I CAN GET A LITTLE BIT EXTRA PAY.
TEACHING FACE-TO-FACE IS NOT [INAUDIBLE] ESPECIALLY DEPENDING ON THIS.
IT'S VERY IMPORTANT FOR OUR STUDENTS SUCCESS ESPECIALLY WHEN YOU HAVE SMALL WORK GROUPS AND INTERACTIONS.
FACE-TO-FACE IS STILL GOING TO BE A VERY IMPORTANT PART.
>> YOU KNOW, WE ARE AT 31% ONLINE?
>> BUT THAT'S PART OF WHAT WE ARE GETTING INTO HERE.
SOME OF THIS SIMPLY DRIVEN BY SCHEDULING OR ORCING MORE FACE-TO-FACE. WHO WOULD PREFER -
>> SO THE NEXT THING IN THE CONTEXT THAT WE THOUGHT WAS REALLY IMPORTANT IS THERE'S A LACK OF CLEAR ACCOUNTABILITY AND WHO ACTUALLY IS RESPONSIBLE FOR MANAGING THE LOAD FOR SERVICE AND SCHEDULING.
THERE'S NO REAL CLEAR OWNER OH OF -- OWNER OF THE PROCESS.
SOMETIMES IT'S THE VP, SOMETIMES IT'S JUST SOMEONE ELSE.
SO EVEN JUST TALKING TO CONSISTENCIES IN THE SURVEY, WHEN YOU HAVE 7% OF DEANS SAYING THAT I MAKE THE FINAL DECISION BUT YOU ALSO HAVE 60% OF FACULTY COORDINATORS SAYING THEY MAKE THE FINAL DECISION IT'S A LITTLE BIT OF THIS OR THIS.
SO JUST REALLY LIKE NOT CLEAR OF WHAT IS RESPONSIBLE FOR MANAGING THIS.
>> IT'S NOT CLEAR THAT IT'S DIFFERENT FROM CAMPUS TO CAMPUS.
>> I MEAN YOU CAN SAY BUT EVEN WITHIN THE CAMPUS IT'S DIFFERENT EVEN WITHIN DEPARTMENTS.
>> THIS CAME OUT IN A LOT OF THE INTERVIEWS.
[00:35:02]
I'M SURPRISED THAT FACULTY SOMETIMES AS ASSERTIVE AS THEY HAVE NOT ADDRESSED THE ISSUE ABOUT THEIR OWN CAMPUS INEQUITIES TO THIS LEVEL BUT THIS IS CRAZY.
>> YOU TRY TO POINT THE INGER AND THERE'S THREE POINTER BACK AT YOU, WE'VE ALL GOT ISSUES TO DEAL WITH HERE.
>> I WOULD SAY TOO THEY USE IT ALMOST TO THEIR DVANTAGE BECAUSE THEY CAN USE IT AND SAY, WELL, THIS DEPARTMENT IS DOING IT SO, LIKE, THEREFORE IT SHOULD BE OKAY.
ABOUT IT BEING CONSISTENT, THEN THEY REALLY HAVE A HARD TIME ACTUALLY JUST MANAGING EVEN THEIR -- EVEN IF THEY WANT TO SET CLEAR RULES IT'S BECAUSE NO ONE IS PLAYING BY THE SAME RULES THEY HAVE HAVING A HARD TIME.
>> WELL, THEN THE FACT THAT THERE'S NO REPERCUSSIONS.
OR MAYBE THEY WILL GET TOO MUCH PUSH BACK SO THEY DON'T ADDRESS IT.
>> WE'LL GET -- IN A COUPLE PAGES I THINK THAT WE'LL GET A LITTLE LOOK AT SOME OF THAT.
I DO THINK THERE'S A LITTLE BIT OF CONFLICT.
THE OTHER THING IS WE'VE ALREADY TALKED ABOUT, NOTHING -- IT'S REALLY HARD TO ENFORCE.
THERE'S NO REPERCUSSIONS IF I'M OUT OF POLICY.
WE ALREADY TALKED ABOUT IT'S HARD TO REQUIRE GIVEN THIS CONTEXT.
THE OTHER THING TOO IS WE'VE TALKED ABOUT -- IN SOME OF OUR CONVERSATIONS PEOPLE WHO HAVE A LOT OF LOAD OR TAKING ON A LOT OF EXTRA SERVICE WHAT HAPPENS TO THE QUALITY OF INSTRUCTION.
ONE THING WE HEARD IS IT'S REALLY -- THERE'S A BELIEF BOTH WITHIN THE FACULTY AND WITHIN THE DEANS, YOU SAW IT IN THE SURVEY, THAT AT SOME POINT QUALITY STARTS TO GO ON.
I'M TEACHING TOO MUCH, QUALITY START TO GO DOWN.
THEN WE SAID HOW CAN YOU PROVE THAT OR WHAT DO YOU USE? IT WAS WELL, I DON'T REALLY HAVE ANY ISSUES TO ACTUALLY QUANTIFY THAT OR PROVE THAT OUT. THERE'S NOT A STANDARDIZED CONSISTENT WAY TO ACTUAL MEASURE QUALITY OR PERFORMANCE OF INSTRUCTION.
>> BUT AS YOU POINTED OT, IT SHOWS IN THE NUMBER OF STUDENTS THAT DON'T SUCCESSFULLY TRANSITION ALL THE WAY THROUGH.
>> SO WE DON'T HAVE A DISTRICT WIDE PERFORMANCE PROCESS?
>> ONE, THIS IS AN AREA AND THAT'S ONE REASON ROB IS STUDYING NOT ONLY WHO TO HIRE BUT THE ENTERPRISE RISK PLAN SHOULD BE.
WE NEED TO START LOOKING FOR OPERATIONAL-TYPE THINGS.
NOT JUST THIS BUT HOW WELL JOHN DOES SOMETHING.
YOU KNOW, THIS IS NOT JUST FACULTY, THE COLLEGES, IT'S PROCESSES THROUGHOUT THE DISTRICT OF HOW ARE WE DOING AND ARE WE DOING IT ACCORDING TO A PLAN.
>> IF YOU LOOK AT THE AUDIT HISTORY, THEY WERE ALL FINANCIAL.
WHAT THEY WERE LOOKING FOR IS HOW WE ACCOUNTED FOR THE DOLLARS, WHAT CHECKS AND BALANCES THAT WE HAD AND WERE WE FOLLOWING HE PROCEDURES OF HOW WE TOOK IN ACCOUNT FOR AND MANAGED THE DOLLARS, NOT PERFORMANCE OF WHAT IS HAP HAPPENING.
>> THE CHANGE WAS THE FACT THAT WE HAVE AUDITS ON ADMINISTRATORS WHO TEACH DURING WORKING HOURS.
>> THIS ALSO IS A MUCH DEEPER DIVE INTO A POPULATION THAT [INAUDIBLE].
>> I THINK IT ALSO FEEDS INTO THIS ONTEXT THAT WE SAW, THE DATA INFRASTRUCTURE.
THERE'S A LOT OF ATA THAT DOESN'T EVEN EXIST.
THE GOOD NEWS IS THE DATA EXISTS, IT'S JUST REALLY HARD TO FIND AND ACTUALLY PUT TOGETHER.
AN EXAMPLE I THINK ON THE TOP OF MY HEAD IS WE HAVE THIS CONTRACT, I HAVE TO PHYSICALLY PRINT IT, TAKE TO THE PERSON TO GET A SIGNATURE TO PHYSICALLY TAKE IT VER HERE WHO IS GOING TO INPUT IT, TAKE IT OVER HERE INSTEAD OF JUST KIND OF LINKING UP.
YOU HAVE THINGS THAT ARE LINKED OR THEY ARE -- WHAT WE ALSO FOUND IS THEY ARE LINKED BUT BECAUSE THERE'S SO MANY EXCEPTIONS AND BECAUSE EVERY SINGLE COLLEGE IS DOING IT LITTLE BIT DIFFERENT YOU CAN'T
[00:40:01]
USE THE FUNCTIONALITY OF THE LINKING BECAUSE IT'S JUST -- THERE'S TOO MANY EXCEPTIONS.THEN THERE'S O WAY TO ACTUALLY SEE.
SO IT WOULD BE REALLY DIFFICULT FOR A COLLEGE PRESIDENT TO SAY I ACTUALLY WANT TO SEE HOW MANY ARE OUT OF POLICY.
THEY DON'T HAVE A WAY TO ACTUALLY SEE AND THEN HOLD THOSE OTHER PEOPLE ACCOUNTABLE.
SO RIGHT NOW IT'S REALLY HARD BECAUSE WE DON'T EVEN HAVE ACCESS TO TRULY KNOW WHAT IS GOING ON.
>> BASICALLY THAT'S WHY THERE'S NO REPERCUSSIONS BECAUSE YOU CAN'T LOOK AT IT TO SEE IF YOU NEED TO ADDRESS IT WITH SOMEONE.
>> IT USUALLY COMES UP THROUGH HR AND THROUGH PAYROLL.
WE DIDN'T KNOW HOW PREVALENT IT WAS.
TYPICALLY WE OULD BE ON THE EXCEPTIONS OR THE --
THAT WAS ONE THING THAT KELSEY AND HER GROUP LOOKED AT SO WELL IS TO TAKE ALL THAT DATA DOWN AND REALLY UNDERSTAND HOW ELL WE RUN.
>> AGAIN, THE STATEMENT ABOUT SOMEONE ASLEEP ON THE JOB OR ET CETERA, ET CETERA BUT EVEN THAT'S NOT TRUE IN TERMS OF THE NO REPERCUSSIONS IS THE FACT THAT THERE WAS NOT ANYWAY -- BECAUSE IT'S MOSTLY A MANUAL PROCESS, WHETHER IT'S THE PRESIDENT, THE VP OR THE DEAN TO TAKE A LOOK AT IT AND SAY THAT WE GOT THIS, THIS, THIS AND THIS OUT OF POLICY OR WHATEVER AND WE NEED TO RECTIFY THAT.
THERE WAS NO STREAMLINE WAY OF -- OKAY.
I TAKE THAT OTHER STATEMENT BACK.
>> IF YOU'RE WORKING ON THE EXCEPTION REPORT SITUATION YOU HAVE TO SET THE PERIMETERS OF WHERE YOU START YOUR EXCEPTIONS.
SO NOT KNOWING WHERE YOU START WITH YOUR EXCEPTIONS, IT'S NOT SOMETHING THAT YOU COULD EVEN SET FOR A REPORT.
>> THAT'S PART OF WHAT WE TALKED ABOUT IN POLICY AND PROCEDURES IS HAVING THOSE UPDATED SO THAT WE ARE USING CONSISTENT LANGUAGE ALL THE WAY ACROSS SO WE CAN HAVE THOSE MEASURES.
>> IN THE INVESTMENTS THAT THE BOARD IS MAKING IN I.T.
INFRASTRUCTURE ARE YOU CONFIDENT IF WHAT WE ALREADY APPROVED THAT WE WILL BE ABLE TO HAVE SYSTEMS IN PLACE TO HAVE SYSTEMIC ACCESS TO THE DATA THAT WE NEED?
>> WHAT IT WILL DO IS THE CONNECTIVITY OF PULLING EVERYBODY TOGETHER WILL MAKE THIS INFORMATION BE ABLE TO BE FASTER BUT THE ERP, TIM, YOU CAN HELP ME OUT WITH THIS --
>> I WOULD SAY THAT WAS ACTUALLY A DRIVER.
WE REALIZED AS WE WERE PULLING FACULTY LOADS AND LOOKING AT THEM AND HOW THIGH W -- HOW THE WERE CALCULATED THEY WERE NOT THE SAME COLLEGE TO COLLEGE ON THAT.
WE MAYBE REALIZED THAT WE GOT TO SOLVE THAT BEFORE WE CAN GET A NEW ERP OTHER WISE --
>> TIME WE DID THIS WAS 20 YEARS AGO BECAUSE THAT WAS THE LAST TIME WE GOT THE ERP PACKAGE.
OUR PAYROLL HAS EVOLVED OVER THAT TIME TO THE POINT WHERE OUR CUSTOMIZATION IS FOR THE POLICY.
SO WE ARE AT A POINT WHERE A LOT OF ACTIVITY IS STILL MANUAL BECAUSE THE SYSTEM IS NOT TRACKING THE VARIABLES THAT WE TRACK.
>> WHICH CREATES INHERENT UNFAVORNESS BUT ALSO IT'S PRONE TO MISTAKES.
YOU'RE FINDING IT DIFFICULT TO AUTOMATE SOMETHING BECAUSE YOU HAVEN'T TAKEN A LOOK AT IT.
IT'S DIFFERENT WHEN YOU'RE DEALING WITH A SMALLER PORTION OF STAFF THAT MIGHT ONLY OPERATE AT ONE LOCATION.
LIKE I.T. STAFF IS VERY SELF-CONTAINED WHERE YOU HAVE FACULTY THAT'S ALL ACROSS THE DISTRICT.
>> BEFORE WE EVEN GET TO AUTOMATION WE HAVE TO STANDARDIZE THE POLICY.
>> OUR FIRST REGARD WILL BE WHAT WE CALL ANYWHERE FROM SIX MONTH TO A YEAR OF ACTIVITY WHEN YOU TAKE A LOOK AT THE CURRENT PROCESS AND PROCEDURES.
>> WELL, WHEN IS THAT GOING TO BE ISSUED?
>> IT'S GOING TO BE ISSUED, REPLACEMENT OF THE SOFTWARE.
>> AFTER THE PROCESS IS COMPLETED? SO ARE WE STILL IN 2019 FOR AN ERP?
>> WELL, THE BEGINNING OF ERP.
[00:45:04]
>> HOW MANY MONTHS ARE YOU EXPECTING?
>> ONE OF THE VENDORS ANYWHERE FROM 30 TO 40 MONTHS.
[INAUDIBLE] PART F THIS ACTIVITY THAT WE DO NOW, IF WE COME TO A CERTAIN RECOMMENDATION WE CAN START PREPARING FOR THAT ACTIVITY NOW.
>> THE LAST PIECE I WANT TO MENTION HERE IN THE CONTEXT IS MISALIGNED INCENTIVES.
SO WE SEE THIS WITH BOTH FACULTY AND ADMINISTRATORS.
THIS FEEDS INTO A LITTLE BIT I THINK OF WHY THERE'S NO REPERCUSSIONS.
ANOTHER EXAMPLE IS DEANS USUALLY GO BACK TO BEING A FACULTY.
SO THERE'S A REAL INTENTION OF I'M SUPPOSED TO BE YOUR BOSS AND ALSO YOUR PEER.
THERE'S A LITTLE BIT OF CONFLICT THERE. IT'S ALSO THIS CULTURE, A LITTLE BIT OF FACULTY ARE GOING TO -- WHAT WE HEARD IS FACULTY RUN THE SHOW SO THEY ARE GOING TO SET THEIR SCHEDULE, THEY ARE GOING TO SAY I WANT TO TEACH AT 8:00 IN THIS CLASSROOM AND I'M GOING TO TEACH THIS SECTION.
SO, AGAIN, THAT KIND OF TENSION BETWEEN THEM MAKE IT HARDER FOR THEM, THE ADMINISTRATORS TO HOLD THE FACULTY ACCOUNTABLE FOR WHAT YOUR LOAD NEEDS TO BE, ET CETERA.
ON THE FLIP SIDE OF THAT, YOU SEE BETWEEN, YOU KNOW, OPTIMIZING THE COLLEGES VERSUS THE NETWORKS.
WHAT WE SEE IS THEY ARE WORKING WITHIN THEIR OWN COLLEGE VERSES LOOKING AT HOW DO WE SHARE COURSES OR FACULTY AMONG THE NETWORK.
THE EASIEST ONE EXAMPLE IS ONLINE COURSES.
WE FOUND ONLINE COURSES TAUGHT AT ONE -- YOU KNOW, COMING FROM UNINSTITUTION WAS UNDERENROLLED.
YOU SEE THE EXACT SAME ONLINE COMING FROM ANOTHER INSTITUTION ALWAYS UNDER ENROLLED.
THAT CAN CLEARLY BE ONE ACTUAL SECTION THAT'S OFFERED ONLINE.
>> TRYING TO TRANSITION TO THE NETWORK MODEL, IS IT TWO YEARS NOW?
SERIOUSLY PROBABLY EIGHT MONTHS.
>> WELL, THEN BECAUSE THIS SENSE THAT WE ARE REALLY NOT THERE YET AND YOU'RE VALIDATING IT BUT SAYING UNDERUSE OF THE NETWORK MODEL. THAT'S WHERE I THINK I'VE EXPRESSED BEFORE THE FRUSTRATION FOR RECOMMENDATIONS THAT WILL -- WITH THE PREMISES THAT IT WILL BETTER SERVE STUDENTS AND THE OUTCOME FOR STUDENTS.
THE BOARD APPROVES AND FUNDS THOSE RECOMMENDATIONS BUT YET WHEN IT GETS DOWN TO THE LINE ORGANIZATION IT'S NOT HAPPENING.
SO WHAT NEEDS TO CHANGE TO MAKE SURE THAT ONE YOU MAKE A CASE FOR IT AND IT'S NOT ET CETERA, ET CETERA, THE BOARD HEARS THE PRESENTATION AND LIKES THAT DIRECTION AND THEN IT DOESN'T HAPPEN.
I'VE BROUGHT UP THE EXAMPLE OF THE CHANCELLOR'S FACULTY FELLOW.
YOU BROUGHT IT FORTH, THE RECOMMENDATION, WE APPROVED, WE FUNDED AND IT'S NOWHERE.
WHEN IS THAT DYNAMIC GOING TO END AND CHANGE? WE NEED TO MOVE THIS INSTITUTION FORWARD IN A WAY THAT BRINGS ABOUT REAL RESULTS FOR THE STUDENTS THAT WE HAVE VERSES THE SAME OLD, SAME OLD, THAT PEOPLE ARE SO COMFORTABLE IN WHAT THEY ARE DOING BUT THEY ARE SO COMFORTABLE IN WHAT THEY ARE DOING AND IT MAY NOT BE BEST SERVING STUDENTS.
I MEAN, OBVIOUSLY WE ARE MAKING THE STUDENTS ROSS CAMPUSES, NOT COORDINATING THAT FOR THEM.
>> THIS IS AN EXAMPLE TOO GOING BACK TO EVEN THE IDEA OF CONTEXT BEHAVIOR AND PERFORMANCE. IT'S NOT JUST ASKING TO CHANGE BEHAVIOR, WHAT DO WE NEED TO CHANGE N THE CONTEXT SO THEY DON'T ACT LIKE A NETWORK.
WHAT ARE YOU DOING TO INCENTIVIZE THEM TO ACT LIKE A NETWORK?
>> KELSEY, ON THE SLIDE, THE RIGHT-HAND SIDE, WHAT WE HEARD FROM YOU, WHO IS LISTENING AND WHO IS TALKING HERE?
>> WE HEARD THIS WHEN WE TALKED TO THE COLLEGE PRESIDENTS, THE
[00:50:04]
VPS, AND EVEN -- AND REALLY KIND OF PEOPLE ON THE COMMITTEE OF WHEN YOU TALK TO THEM THEY ARE VERY FOCUSED ON THEIR COLLEGE AND WHAT IS GOING ON WITH THEM.THEY DON'T THINK ABOUT LIKE IS SOMEONE ELSE OFFERING THIS OR I ONLY NEED THIS ONE PART, I DON'T WANT TO HIRE ANOTHER PERSON, CAN I USE FACULTY ACROSS.
THAT'S WHERE YOU START TO HEAR -- YOU CAN HEAR IN THE WAY PEOPLE SAY IT, IT'S VERY FOCUSED ON THEIR COLLEGE VERSUS HE ENTIRE NETWORK.
>> IS THERE A DESIRE OR RESISTANCE TO A NETWORK PERSPECTIVE ON FACULTY LOAD AMONGST THE STAKE HOLDERS OR SOMETHING THAT HAS BEEN CONTEMPLATED OR COMMUNICATED IN TERMS OF A VISION OR DIRECTION?
>> WE DIDN'T GET INTO THEIR FEELINGS OF WHAT WOULD YOU DO TO MOVE TO WORK.
IT WAS MORE OF UNDERSTANDING WHAT IS IT TODAY.
THAT'S WHEN IT BECAME CLEAR THAT IT'S VERY COLLEGE CENTERED VERSUS NETWORK CENTERED.
>> I THINK THEY HAVE ENOUGH IN THEIR OWN COLLEGE TO LOOK AT THAT THEY DON'T NECESSARILY GET PEAKS OF WHAT IS GOING ON.
THAT'S THE PART WE ARE REALLY TRYING TO HANGE IS HOW DO WE MAKE THINGS SIMILAR SO THAT PEOPLE CAN LOOK AROUND, LOOK AT THE DATA, SEE WHAT IS AVAILABLE AND THEN BE ABLE TO MAKE INTELLIGENT DECISIONS.
DR. MAYS HAS BEEN WORKING ON THIS BUT IT'S THESE TYPE OF THINGS, IMPROVEMENTS THAT WE NEED TO MAKE TO MAKE SURE THAT THE NETWORK MODEL CAN CONTINUE TO MOVE FORWARD.
THEY DON'T NECESSARILY HAVE THE VISION TO SEE HOW WE CAN COMBINE THESE THINGS TOGETHER.
>> I THINK SOMETIMES IT'S UNFAIR TO SAY THERE'S NOT A WILLINGNESS TO MEET THE NEEDS OF THE STUDENT.
I THINK THAT WILLINGNESS IS THERE BUT IT FORCES THEM SOMETIMES TO WORK AGAINST MONEY, IT FORCES THEM TO WORK AGAINST POLICY, PRACTICE AND THER THINGS THAT ARE DRIVING THE COLLEGES TO BEHAVE IN A CERTAIN WAY EVEN WHEN THEY MAY ASPIRE TO SOMETHING DIFFERENT.
SO YOU CAN WORK AGAINST ALL THOSE FOR A WHILE BUT YOU CAN'T WORK AGAINST THEM FOREVER.
>> TO ME IT SEEMS LIKE THIS IS THE WHOLE REASON FOR SWIRL.
THE MORE THAT YOU INCONVENE -- INCO INCONVENE -- INCONVENIENCE STUDENTS, WHERE THEY GO HERE AND THERE AND HERE AND THERE SO IF IT WAS BETTER FOR THAT STUDENT THERE WAS A RUT IN THE ROAD THEY PUT THE CAR IN ON THE WAY THEY GO AND THEN THAT'S EVERYTHING ON ONE CAMPUS. THAT'S SO MUCH EASIER TO ORGANIZE BECAUSE YOU DON'T GO TO A DIFFERENT WORKPLACE EVERY DAY, YOU DON'T GO TO A DIFFERENT DAY CARE EVERY DAY, YOU DON'T GO TO A DIFFERENT EVERYTHING EVERY DAY.
SO WHEN YOU'RE FORCED TO GO THIS PLACE THIS DAY AND THIS PLACE ANOTHER DAY, IT -- JUST THAT -- YOU COULD BE HALFWAY SOMEPLACE ELSE AND REALIZE, IT'S WEDNESDAY.
SO, NO, TO ME THE WHOLE IDEA OF ELIMINATING SO MUCH MORE OF THE SWIRL THAT WAY TO ME IT JUST SEEMS LIKE THAT WOULD BE AN EASIER WAY TO LIVE, GO TO THE SAME PLACE EVERY DAY.
>> SO THIS WRAPS UP THE CONTEXT.
NOW WE MOVE INTO WHAT BEHAVIORS ARE COMING OUT OF THAT CONTEXT.
SO WE'LL GET INTO, YOU KNOW, A LOT OF FACTS HERE OUT OF POLICY.
SO BOTH FACULTY DOING ADMINISTRATIVE TASKS AND AD ADMINISTRATIVE DOING TEACHING.
ITZ -- IT BECOMES THE NORM OF TAKING ON THAT LOAD.
SO THIS FIRST ONE JUST GETS OUT OF POLICY. YOU SEE THAT A QUARTER OF THE PART TIME FACULTY ARE TEACHING ABOVE THEIR MAXIMUM LOAD.
>> THAT WOULD BE IN VIOLATION IN HIS CASE FOR BENEFIT ELIGIBILITY.
ALL WE KNOW ABOUT IS WHAT IS HAPPENING WITH US FRANKLY IS THERE.
ONE OUT OF EVERY FOUR ARE OUT OF COMPLIANCE.
>> IS ANYTHING BEING DONE TO ADDRESS THAT? NOT JET? -- NOT YET? WELL --
>> IN -- IT'S ART OF THE STUDY PERIOD YOU LOOK AT.
SOME OF THIS HAS BEEN IN TRANSITION BECAUSE WE HAD NOT
[00:55:02]
ONLY TEACHER -- TRS RULES WE HAD, THE HAD THE ACA COME IN AND SET SOME RULES. THESE ARE DIFFERENT HOURS AND DIFFERENT TIMES.WE HAVE THOSE CHANGING SOME OF THESE RULES.
THAT'S WHERE SOME OF OUR FOCUS IS, ALL THESE DIFFERENT RULES AND WHICH ONES APPLY AND WHAT SHOULD WE DO.
>> DO YOU WANT TO COMMENT ON THAT?
>> THIS IS A DATA ISSUE AS WELL AS WE GET INTO IT BECAUSE SOME OF THIS CAN ALSO OCCUR WHEN WE MIX CREDIT TEACHING IN THAT MIX.
THAT NONCREDIT MAY NOT EVEN BE -- [INAUDIBLE].
>> IS THERE A DISCUSSION ON THIS?
>> WE ARE TALKING ABOUT PARTICULAR EMPLOYEES OR THE SPECIFICS RELATED TO A PARTICULAR EMPLOYEE.
GENERAL DISCUSSIONS ABOUT THE NUMBERS OF EMPLOYEES TEACHING ABOVE LOAD OR BELOW LOAD WE ARE NOT IN THE SESSION HERE.
>> WE HAVE THE OPPORTUNITY TO MOVE THEM ON THE COMPLIANCE --
>> A LEGAL RISK HAS BEEN IDENTIFIED.
>> IF WE CAN GET ADVICE FROM COUNSEL.
>> WE ARE GOING TO BE TAKING THIS UP IN THE RECOMMENDATIONS GOING FORWARD.
>> DOES MAXIMUM LOAD APPROACH THE THRESHOLD FOR BENEFIT REQUIREMENTS? ARE THEY SET AT THE SAME LEVEL?
>> THE REACTION IS TO TRY TO ADDRESS THAT.
>> RETIREMENT BENEFITS WOULD -- [INAUDIBLE].
SAY FULL TIME IS 30 HOURS OR WHATEVER.
>> THE STATE HAS NOT DEFINED HEALTH BENEFITS WHAT THE REQUIREMENT IS.
YOU ASSUME 30 BECAUSE THAT'S WHERE ACA COMES IN.
WE HAVE DIFFERENT MEASUREMENTS IN DIFFERENT AREAS.
>> SO THEN YOU SEE 21% ARE BELOW MINIMUM LOAD.
BELOW MINIMUM, THE SIMPLE ONE IS FIVE COURSES IN THE FALL, FIVE COURSES IN THE SPRING.
THAT MEANS THAT 21% OF THE FACULTY ARE TEACHING BELOW THAT.
>> NO, THIS MEANS THEY ARE NOT TAKING ON RELEASE TIME, SO THEY HAVE OT BEEN RELEASED THAT TIME, THEY ARE JUST TEACHING BELOW THEIR CONTRACTED AMOUNT AND STILL BEING PAID.
>> THERE'S NOTHING IN THE CONTRACT ABOUT THAT? THERE'S NO --
>> IT'S MORE OF AN AD ADMINISTRATIVE FUNCTION TO KEEP UP.
WOULD IT BE AN ADMINISTRATIVE FUNCTION?
>> YOU CAN SEE, WE'LL SHOW SOME SLIDES, IF YOU'RE BELOW YOUR REGULAR LOAD --
>> YOU'RE STILL TAKING ON EXTRA SERVICE.
WE BELIEVE THAT'S BECAUSE WE DON'T HAVE T-- THE PEOPLE MANAGING IT DON'T HAVE THE INSIGHTS TO KNOW THEY ARE NOT AT REGULAR LOAD, THEY CAN'T HAVE EXTRA SERVICE.
>> EVEN IF WE DON'T HAVE THE ABILITY TO COLLECT THE DATA I WOULD THINK BY DEAN -- WHAT'S THE MAXIMUM NUMBER OF FACULTY THAT A DEAN HAS? AT THE DEAN LEVEL THEY SHOULD BE ABLE TO KEEP UP WITH IT.
>> EVEN RIGHT NOW YOU DON'T HAVE AN AUTOMATED SYSTEM TO MAKE IT EASIER BUT I WOULD IMAGINE BY DINES -- I DON'T KNOW IF WE HAVE CHAIRS IN THE SYSTEM BUT YOU CAN KEEP UP WITH JUST THOSE FACULTY THAT REPORT TO YOU AND MAKE SURE THEY ARE NOT OVER OUR UNDER.
>> WELL, THERE'S A REASON WHY SOME OF THIS HAPPENS SOMETIMES AS WELL WHEN A CLASS SECTION IS CANCELED FOR LACK OF ENROLLMENT IN THERE AND THAT'S WHERE OUR INABILITY TO WORK ACROSS COLLEGES CAN ALLOW A PERSON AND IT BE KNOWN THAT THEY ARE NOT REACHING LOAD.
>> WELL, WE NEED TO -- I DON'T KNOW ABOUT THE REST OF THE BOARD MEMBERS BE -- MEMBERS BE YOU D -- MEMBERS BUT THIS REALLY CONCERNS ME.
THIS IS POLICY REGULATIONS AND THERE'S RISK.
[01:00:04]
INEFFICIENT WITH TAXPAYER DOLLARS AND STUDENT TUITION DOLLARS, NOT GOOD STEWARTS OF THOSE DOLLARS.>> SOME OF THAT OCCURS TOO BECAUSE WE DON'T KNOW FROM SEMESTER TO SEMESTER WHAT THE ENROLLMENT IS GOING TO BE.
>> I WOULD SAY THAT THE NEXT LINE THOUGH IS 46 -- SO THE BOARD POLICY SAYS EXTRA SERVICE CAN BE 46% OF YOUR LOAD.
THAT MEANS IF YOU'VE GOT TEN CLASSES OVER THE COURSE OF OTH FALL AND SPRING, FIVE EACH, I CAN TEACH AN ADDITIONAL FIVE OVER THAT SAME PERIOD OF TIME FOR EXTRA AND 46% OF FULL TIME FACULTY ARE EXCEEDING THAT.
SO I WOULD SAY IF YOU DON'T KNOW ENROLLMENT THERE'S STILL ENOUGH HERE THAT ARE PICKING UP EXTRA SERVICE.
IT'S NOT THAT YOU DON'T HAVE -- WE NEEDED TO HOLD ONTO THEM FOR A SEMESTER BECAUSE WE DIDN'T KNOW ABOUT ENROLLMENT.
>> THOSE TWO CATEGORIES AREN'T EXCLUSIVELY ARE THEY?
THE LAST ONE HERE IS 15% EXCEED THE MAXIMUM PREMIUM PAY.
SO I BELIEVE THAT'S SIX HOURS.
THAT EQUATES TO $7,800 THAT YOU CAN GET IN PREMIUM PAY.
THAT'S TO ENCOURAGE FULL TIME FACULTY TO TAKE ON SOMETHING LIKE THAT AND THEY GET PREMIUM PAY.
YOU SEE THAT THERE'S 15% THAT ARE GETTING MORE THAN THE PREPOLICY SAYS.
>> THAT'S A BOARD POLICY? THERE'S A BOARD --
>> I THINK THIS GOES BACK TO WE HAVE MANY CASES OF CONFLICTING POLICIES BETWEEN EACH POLICY AND BOARD POLICIES USING THOSE OUT OF CONTEXT.
THE CONTEXT SAYS WE USE CLOCK HOURS, WE USE CONTACT HOUR, WE USE CREDIT HOURS.
THIS IS SO TRUE, YOU HAVE TO GET THE CONTEXT RIGHT TO DRIVE THE BEHAVIOR TO GET THE PERFORMANCE.
YOU CAN'T ISOLATE THIS AND SAY JOHN IS THE PROBLEM HERE. IT'S REALLY ALL OF US.
WE LOOK AT THE ENEMY AND IT IS US.
SO WE'VE LL GOT TO SHARE IN THIS TOGETHER.
I GO BACK TO THE SYSTEM AND FIX ALL OF THE PROBLEMS. WE KNEW THEY WERE ISOLATED, WE JUST DIDN'T KNOW HOW.
>> THERE'S A LOT OF ROOM FOR IMPROVEMENT HERE.
>> THAT'S AN UNDERSTATEMENT IN TERMS OF ROOM FOR IMPROVEMENT.
>> SO THEN THE NEXT THING WE LOOKED AT WAS HIS SHIFT.
SO THERE'S NOT A SLIDE ON RELEASE TIME BUT I'LL SAY A COUPLE OF THINGS ABOUT RELEASE TIME, THERE'S A WIDE RANGE OF USES ACROSS CAP -- CAMPUS, EVEN FOR CROSS DISCIPLINE IT'S NOT A STANDARDIZED DEFINITION.
SOMETIMES AT THIS CAMPUS IT'S PART OF INSTITUTIONAL SERVICE AND ANOTHER CAMPUS IS LIKE WE DON'T, WE DO RELEASE TIME.
SO A LOT OF INCONSISTENCY AND THE WAY THEY USE RELEASE TIME.
THERE'S SOME VARIATIONS BUT WHAT WE FOUND IS THE GREATEST DIFFERENCE WAS THE USE OF IT OR HOW MUCH OF IT.
THIS SLIDE RIGHT HERE TALKS ABOUT STAFF.
YOU CAN SEE ON AVERAGE ABOUT EIGHT OF SECTIONS ARE TAUGHT BY THEM.
THEN WE LOOK AT WHICH OF THOSE SECTIONS TAUGHT BY THEM HOW MANY ARE DURING NORMAL BUSINESS HOURS.
YOU CAN SEE ON AVERAGE WHICH IS DEFINED FROM 8:00 TO 5:00.
YOU CAN SEE A LOT OF EXAMPLES HERE, ESPECIALLY THIS REALLY VARIES ACROSS THE COLLEGE.
PART TIME OR ADJUNCT YOU CAN PULL IN THIS AND THEN THERE'S SOME BEING PULLED INTO A CLASSROOM.
WE SAW -- WE HEARD A LOT BETWEEN THE PROGRAMS.
[01:05:04]
SO LIKE YOU HAVE HERE, SO THAT 5 IS 5% S?>> WHAT THIS IS SAYING IS 5% OF SECTIONS ARE TAUGHT BY THESE 35 ADMINISTRATORS OR STAFF THAT ARE ACTUALLY TEACHING.
SO NUMBER IS THE NUMBER OF A ADMINISTRATORS OR STAFF TEACHING AND THE BAR IS THE NUMBER OF SECTIONS.
>> YES, FULL TIME ADMINISTRATORS AND STAFF.
SO OF THOSE SECTIONS THAT THEY ARE TEACHING, THIS PERCENT OF THEM ARE DURING THE NORMAL BUSINESS HOURS.
>> WHEN I WORKED IN THE DISTRICT THIS WAS REPEATED BY ADMINISTRATORS AS A BENEFIT OF WORKING HERE IS YOU GOT TO TAKE YOUR FULL SALARY BUT PLUS HOURS, IN OTHER WORDS DOUBLE DIPPING.
I THINK THAT WE PUT IN SOME MEASURES TO TRY TO PREVENT THAT BUT I'M NOT SURE THAT WE'VE GOTTEN THERE.
>> POLICY ALLOWS HOW THE INDIVIDUAL IS MAKING UP THE TIME OUTSIDE OF REGULAR BUSINESS HOURS.
SO THE -- WHEN WE ARE OUT OF COMPLIANCE THERE IT'S NOT BECAUSE THEY ARE TEACHING IN THE DAYTIME, IT'S USUALLY BECAUSE OF A FAILURE TO DOCUMENT.
LET ME ASK IF SHE RMEMBERS, WHAT ARE SOME OF THE -- THERE WAS -- WELL, IN THE BEGINNING F THE DISTRICT THAT WAS A BENEFIT TO FULL TIME EMPLOYEES AND A WAY TO OBTAIN GOOD FACULTY BY.
IT'S NOT IN WRITING THAT THAT'S A GUARANTEE.
I'VE BEEN TOLD THAT SOMETIMES THAT WILL BE USED WHEN RECRUITING SOMEONE INTO A ROLE AS A BENEFIT EVEN.
>> SO THE NEXT ONE IS THAT EXTRA SERVICE.
THIS JUST LOOKINGST -- JUST LOOKS AT FALL AND SPRING, IT'S NOT EXTRA SERVICE FOR A MI MINIMESTER.
88% OF FACULTY TAKE ON EXTRA SERVICE. OF THOSE THAT DO MORE THAN HALF ARE ABOVE THE BOARD POLICY.
SO, AGAIN, THE BOARD POLICY IS THAT 50%.
SO, AGAIN, THE WAY I THINK ABOUT IT IS WHEN YOU SEE 20% THAT'S BASICALLY EQUIVALENT TO ONE COURSE, 40 IS GO, 60 IS THREE, 80 IS FOUR, 100% IS FIVE COURSES.
>> HOW MUCH IMPACT DOES THIS HAVE ON [INAUDIBLE] AND IF WE WERE -- ALL OF THOSE THAT ARE TEACHING ABOVE WHAT THE COLLEGE ALLOWS, IF THEY WERE CUT OUT, KEEPING YOU WITHIN POLICY LIMITS WHAT WOULD THAT MEAN IN TERMS OF HOW MANY -- WOULD WE THEN NEED FULL TIME POSITIONS? WHAT WOULD WORK OUT -- IF WE HAD FULL TIME POSITIONS WOULD THAT BE A MORE BUSINESS BUDGET INSTEAD OF PAYING THIS EXTRA AMOUNT? DO YOU UNDERSTAND WHAT I'M S SAYING?
>> VERSES BRINGING IN FULL TIME --
>> WISDOM HAS BEEN FULL TIME FACULTY IS MORE OF AN INVESTMENT IN THE DISTRICT AND THEY CAN VOLUNTEER FOR MORE THINGS AND HAVE THEIR OFFICE HOURS ND ARE MORE AVAILABLE.
I DON'T KNOW WHAT THE DATA SAYS OR ANYTHING BEHIND THAT. THERE IS DATA THAT WE HAVE TO LOOK AT IS HOW MANY FULL TIME SHOULD WE REALLY BE HAVING TO KEEP THAT AVERAGE THERE SO THAT WE ARE THERE.
AS WE SAID, WHAT WE HAVE HERE IS A LOT OF THAT SERVICE CONTRACT BEING TAUGHT THAT WAY.
SOME OF THIS GOES BACK TO THE RULES THAT WE ARE CHANGING ON PART TIME AND FULL TIME RANGES AND BENEFITS TO GO INTO THAT.
OBLIGATION, WHAT WE HAVE TO PROVIDE FOR FULL TIME SALARIES AND FULL TIME, AT WHAT LEVEL DO WE NEED TO HAVE THAT'S AN
[01:10:02]
APPROPRIATE MIX OF ALL OF THAT?>> SO WHEN ARE YOU GOING TO BRINK NUMBERS TO US?
>> ONE OF THE THINGS WE GOT TO LOOK B -- LOOKING AT THE STUDY IS THESE EXTRA SERVICE CONTRACTS HAVE BEEN INCREASING BY A MILLION DOLLARS IN THE NEXT FOUR YEARS. THAT'S GETTING TOO EXPENSIVE TO AFFORD.
AT THE SAME POINT IN TIME, IS IT CHEAPER THAN FIRING FULL TIME? YEAH.
THE ISSUE IS NOT CHEAP, THE ISSUE IS GOOD QUALITY AND STUDENT SUCCESS.
>> SO IT'S HOW MANY STUDENTS ARE IN THE SECTION, HOW MANY -- WHAT IS THE NUMBER OF STUDENTS BEING TAUGHT.
SO SOME OF THESE FRANKLY CAN BE EFFICIENT, SOME MAY OT BE EFFICIENT.
IT'S REALLY THE BIG PICTURE AS WE GET INTO LOOK AT IT.
THAT'S REALLY THE BIG CHALLENGE OF TAKING ONE OF THESE IN ISOLATION, ADDRESS THE WHOLE ISSUE THAT'S OUT HERE.
>> ANY BENCHMARKING IN TERMS OF WHAT IS THE IDEAL FULL TIME FACULTY IN AN INSTITUTION?
>> IN LOOKING AT OTHER AREAS ABOUT WHAT THE ACCOUNT SHOULD BE.
I'VE DONE SOME QUICK AND DIRTIES ON US COMPARED TO OUR BIG SIX PEERS AS TO HOW MANY FULL TIME FACULTY WE HAVE PER FTE AND THE DATA SHOWS THAT WE ARE BEHIND.
>> WE COULD HAVE OLDER CAMPUSES WITH SMALLER CLASSROOMS. THERE'S A LOT OF FACTORS THAT GET INTO THIS ISSUE.
>> THAT'S EARLY DATA DOING THAT.
SO WE ARE TRYING TO LOOK AT WHAT SHOULD THOSE TYPE OF THINGS BE SAND GIVE YOU SOME BENCHMARKS.
>> IF 50% OF EGULAR LOAD IS OUR POLICY -- DOES OUR POLICY ALLOW PEOPLE TO BE IN COMPLIANCE WITH POLICY OR WHICH IS THE CHICKEN AND WHICH IS THE EGG?
>> WE'LL GO THROUGH THAT ON THE 25TH ALSO.
YO UR -- YOU'RE HITTING ON THE ISSUES THAT WE WANT THE BOARD'S INPUT ON THOSE TYPES OF THINGS.
THE ADMINISTRATION WILL COME UP WITH BOSTON CONSULTING TO AVE OUR RECOMMENDATIONS BUT WE ARE LOOKING FOR THE OARD TO ALSO COME BACK WITH THIS ON WHAT YOU THINK IS THE APPROPRIATE LEVEL ON THAT.
>> IS IT POSSIBLE THAT, KELSEY, THAT THE ARBITRARY BETWEEN FACULTY AND STAFF ROLES NO LONGER WORK IN THE CONTEXT OF HIGHER EDUCATION? WE ARE TARYING TO DO A LOT OF DIFFERENT THINGS IN TERMS OF STUDENT SUPPORT.
THE ACULTY ARE THE CLOSEST ONES TOT -- TO THE STUDENTS, THEY ARE THE ONES TEACHING THEM.
IS THAT INTO THIS EXTRA SUPPORT ACTIVITY?
>> AGAIN, SOME OF THIS IS INNER RELATED.
AGAIN, YOU CAN'T TAKE IT IN ISOLATION AND FIND ANY ONE THING.
FOR EXAMPLE, WHEN THE STATE DOWNED OUR ABILITY TO USE ADD JUNKET -- ADJUNCTS AND LICMITED THE NUMBER WE HAD TO SORT IT OUT.
ALL THESE RELATE TO EACH OTHER IN A VERY COMPLEX WAY.
I WANT TO ACKNOWLEDGE THAT THEY BELIEVE THEY WERE FOLLOWING THE POLICY.
IT'S A CHALLENGE TOO TO BE CLEAR ON WHAT THE POLICY REALLY MEANS AND DEFINITIVE ON THAT.
IT'S BEEN OPEN TO INTERPRETATION.
>> LIKE THIS IS THE EXAMPLE WHERE IT IS IN THE POLICY TO [INAUDIBLE].
YOU CAN SAY I'M WITHIN POLICY BECAUSE I'M WITHIN CREDIT HOURS, NOT WEEK OR CLOCK HOUR. IT'S HOW YOU'VE INTERPRET THE POLICY TOO.
THAT'S WHY WE SAID THE INTENDED POLICY IS 50% BECAUSE WE KNOW THAT'S HOW IT WAS INTENDED.
IT COUNTY -- IT COULD BE READ I'M IN POLICY EVEN IF I'M WAY OVER HERE.
>> WHAT ARE THE CATEGORIES OF EXTRA SERVICE? WHAT IS IT --
>> SERVICE IS JUST PICKING UP EXTRA TEACHING ASSIGNMENTS.
>> THIS IS NOT ADMINISTRATIVE?
>> THE RELEASE TIME THE IS ADMINISTRATION.
>> SOMEONE WOULD HAVE TO PICK THOSE UP, NO MATTER WHO?
>> THE CLASSIC RELEASE TIME --
>> I WANT TO GO BACK TO TRUSTEE
[01:15:01]
WILLIAMS QUESTION.IT DEPENDS ON REMEMBER WE HAD INDIVIDUALS UNDER LOAD THAT'S IN THERE.
IT'S A BETTER SCHEDULING AND BETTER UTILIZATION OF OUR REAL ISSUE THERE IF WE LOOK AT HUMAN RESOURCES IN THERE.
WE'VE GOT RELEASE TIMES FOR FACULTY TO DO ADMINISTRATORS WORK AND WE HAVE ADMINISTRATIVE DOING FACULTY WORK.
WE HAVE FOLKS TEACHING THE SAME COURSE OVER HERE UNDER OADED AND OVER HERE EXTRA SERVICE PAY.
A MANAGING OF THE ENTIRE PROCESS ALONG WITH POLICY.
>> I AM REMEMBERING AT ONE POINT THAT [INAUDIBLE] OR THAT WE COULD USE ADJUNCT --
>> IT'S BASICALLY THE SAME RATE AS AN ADJUNCT.
>> YOU CAN MAKE THAT ARGUMENT THAT WE SAVED MONEY WITH THAT.
>> I THOUGHT THEY CAME UP WITH ANOTHER SOLUTION.
>> WE'VE INCREASED FOR THE LAST SEVEN YEARS AND IN HISTORY OF 50% OF OUR COURSES ARE TAUGHT BY FULL TIME AND 50% BY PART TIME.
WE'VE STAYED -- I'M GOING TO GO OUT ON AN LIMB HERE, THAT 50/50 RATIO FOR THE NUMBER OF YEARS.
WE HAVE MANY OTHER LARGE INSTITUTIONS LIKE OURSELVES.
THAT COST THE NATION, NOT JUST TEXANS BUT SOME ARE DIFFERENT DEPENDING ON THEIR AUDIENCE: BLD] -- ON THEIR STATE LAWS.
>> I'M CURIOUS, HOW DID YOU GET THIS DATA IF YOU'RE SAYING THAT IT'S DIFFICULT FOR THE PRESIDENT, VPS AND DEANS TO GET IT?
>> SO THE ORIGINAL FILE THAT WE ACTUALLY FOUND WAS PAPER. IT WAS A PRINT OUT OF SOMEONE'S LOAD AND ACTUALLY SAID YOUR REGULAR LOAD, HERE'S THE RELEASE TIME AND EXTRA SERVICE.
THEN WE HAD TO GO OF LIKE HOW DO WE ACTUALLY LIKE -- THIS GOT GENERATED SOMEWHERE.
THEN WE FOUND THE APPLICATION.
GETTING TO THE BACK END OF IT, EVEN WHEN WE FOUND IT WE THOUGHT THAT WE HAD TO PULL THIS 820 TIMES FOR EVERY SEMESTER WE WANT TO LOOK AT.
LIKE THIS IS GOING TO TAKE FOREVER.
WE TOOK PEOPLE FROM THE DISTRICT AND FINALLY ONE PERSON WAS LIKE I KNOW HOW TO TAP END INTO THE BACK DATA TO EXTRACT ALL THE DATA AT ONCE.
>> ABOUT A YEAR AND A HALF AGO WE CREATED A NEW DATA WAREHOUSE.
WE LOADED ALL THE INFORMATION THAT'S IN OUR ERP SYSTEM INTO THE WAREHOUSE.
SO A LOT OF TIMES THE CODES THAT ARE IN A VENDER DEPARTMENT ARE NOT READILY APPARENT.
SO WHAT YOU MIGHT CALL A LOAD QOLA AND WE HAVE TO GO CHASE THAT DOWN.
THE FACT THAT OUR CURRENT SYSTEM IS NOT BUILT TO TRACK THIS DOESN'T MEAN THAT THE DATA ISN'T IN THERE ENTER -- SOMEWHERE.
THAT MEANS THAT YOU HAVE TO DO THESE EFFORTS.
>> NOW THAT YOU KNOW HOW TO GET TO IT CAN THAT BE MADE KNOWN TO THE COLLEGES SO THEY CAN BEGIN TO --
>> WE COLLECTED A BUNCH OF IT.
WE MAKE IT KNOWN TO THE INDIVIDUALS WITH CERTAIN VARIABLES.
WE STILL V TO RECONFIGURE -- HAVE TO RECONFIGURE TO DO THAT.
RIGHT NOW THERE'S NO RELATIONSHIP IN BETWEEN THE DEAN AND THAT FACULTY MEMBER SO IT'S IMPORTANT.
THE GOOD THING IS WE ARE MAKING IT EASIER.
>> BY THE TIME YOU GET THERE THE NEW SYSTEM WILL BE IN PLACE.
STILL, YOU KNOW, THIS IS VERY CONCERNING.
>> THE NEXT PAGE JUST LOOKS AT, YOU KNOW,THERE'S WHAT WE'VE ACTUALLY HEARD DURING OUR -- PEOPLE ARE BECOMING DEPENDENT ON THIS EXTRA SERVICE BECAUSE THEY GET THE EXTRA MONETARY BENEFIT OF TEACHING THOSE EXTRA CLASSES.
[01:20:02]
SO WHILE THIS WAS PREVIOUS, YOUR TRADITIONAL FALL AND SPRING, THIS LOOKS AT THE POSSIBLE EXTRA SERVICE INCLUDING THE MINIMESTERS IN THE SUMMER.THEY ARE BASED THROUGH THEIR EXTRA SERVICE COMPENSATION.
IN THE SURVEY WHEN WE TALKED TO THEM YOU SEE 40% SAY THEY HAVE BEEN DEPENDENT ON THIS INCOME THEY ARE GETTING FROM EXTRA SERVICE.
I THINK IT'S THIS QUESTION THAT WE GRAPPLE WITH A LOT OF WHERE DO YOU ACTUALLY PUT THIS LINE.
THERE'S A QUALITY ASPECT OF TAKING MONEY FROM PEOPLE'S POCKET, A QUESTION THAT YOU ALSO HAVE TO GRAPPLE WITH.
>> JUST IS THE POLICY WRONG? A FACULTY MEMBER THAT'S A GREAT TEACHER, THE BASELINE IS 50 HOURS WHY WOULDN'T WE WANT TO PAY THAT GREAT FACULTY MEMBER TO DO THAT?
>> IF YOU CAN SHOW ME THAT THE QUALITY HAS NOT DECLINED YOU CAN TEACH THAT EXTRA SERVICE.
UNTIL WE KNOW HOW BECAUSE THEY ARE TAKING ON TOO MANY CLASSES, THEN I WOULD CALL THE POLICY.
>> WE ARE ASSUMING THAT IT DOES.
>> THE POLICY ASSUMES THAT EXTRA SERVICE WILL CAUSE A DECLINE IN TEACHING POLICY.
>> BUT THERE ARE OTHER RESPONSIBILITIES THAT THE FACULTY HAVE BEYOND THE CLASSROOM.
SO THERE'S TIME TO SPEND WITH STUDENTS.
WE ARE LOOKING AT AN IMPORTANT PIECE OF THE JOB BUT NOT THE ENTIRE JOB.
>> I GUESS YOU COULD LOOK AT COMPLETION RATE WITH THE FACULTY MEMBER.
LIKE IF THEY HAVE MORE XTRA SERVICE HOURS THAT THEY ARE TEACHING WHAT IS THE COMPLETION RATE COMPARED TO THE AVERAGE.
THAT'S WHERE YOU COULD FIND OUT IF IT'S AFFECTING THE QUALITY I GUESS.
>> YOU ALSO HAVE COURSES THAT ARE UNDER ENROLLED.
WHETHER THAT IS NEEDED OR NOT FOR THE SYSTEM TO BE MORE EFFICIENT.
>> THE FIRST QUESTION IS A SCHEDULING QUESTION AND NEXT IS WHAT WE REALLY -- HOW -- WHAT KIND OF IMPACT ARE WE HAVING ON THE STUDENTS.
>> SO I'M GOING TO QUICKLY GO THROUGH 19 AND I THINK WE TOU TOUCHED ON 20 SEVERAL TIMES.
19 SOMEONE ASKED ABOUT LOAD, THIS SHOWS HOW YOU CAN BE UNDER REGULAR LOAD OR ABOVE REGULAR LOAD OR EXTRA SERVICE.
18% ARE ACTUALLY UNDER IN REGULAR LOAD.
THEY ARE NOT TEACHING TO THEIR CONTRACTUAL AMOUNT BUT THEY ARE PICKING UP EXTRA SERVICE AS WELL.
THEN THE RIGHT-HAND SIDE IS WITHIN -- AN EXAMPLE OF ONE FACULTY MEMBER AND YOU CAN SEE HOW THIS PLAYS OUT.
>> I DON'T UNDERSTAND THE RIGHT-HAND SIDE.
SO IN EXTRA SERVICE JUST FOR THE EXTRA SERVICE THEY ARE GETTING $22,000 MORE PER SECTION?
>> SO THE EMPLOYEE COMP IS HERE IN THE MIDDLE.
THE ASE IS 100, THEY ARE JUST GETTING AN EXTRA $5,000.
SO THOSE ARE FOR EXTRA SECTIONS, EXTRA SERVICE.
WHAT YOU WILL SEE STARTING IN THE NEXT SLIDE AS WELL, IT'S COSTING $22,000 PER SECTION OR $900 PER STUDENT.
THAT'S ALSO BECAUSE WHAT YOU DON'T SEE HERE IS THAT ALL OF THESE COURSES ARE ALSO UNDEUN UNDERUTILIZED, MEANING THEY HOLD 25 BUT ONLY HAVE 15.
YOU CAN START TO SEE HOW IT GETS EXPENSIVE ON A PER SECTION OR PER STUDENT BASIS.
I THINK IT'S WORTH -- WE'VE TOUCHED ON THIS SEVERAL TIMES HOW THIS STARTS TO GET THE INNER PLAY.
>> IF I COULD SAY HERE THOUGH, THE PROBLEM IS NOT THE MONEY, THE PROBLEM IS THE FAIRNESS.
SO WE HAVE TWO PEOPLE ACTUALLY GETTING SIMILAR AMOUNTS BUT HAVING VERY DIFFERENT UMBERS OF STUDENTS IN THAT CLASS.
>> YOU CAN TAKE THE AVERAGE PAY PLUS BENEFITS, THE AMOUNT WE GET FOR STATE AND BECAUSE WE WANT TO KEEP TUITION AFFORDABLE YOU NEED 24 TO BREAK IN ON THAT FULL TIME FACULTY PER CLASS.
BACK TO THE EXAMPLE OF USING THREE HOUR CLASSES.
THAT'S JUST INSTRUCTIONAL COSTS, NOT FULL COSTS.
THE PAY, THE SALARIES, THE BENEFITS OF A FULL TIME OR PART
[01:25:01]
TIME.SO IF A ROOM SIZE IS 25 AND IT'S 24 THAT'S A BREAK EVEN ON FULL TIME FACULTY WE ARE SUBSIDIZING.
I WANT TO BE ABLE TO KEEP TUITION AFORDABLE DR -- AFFORDABLE.
WE HAVE TO KEEP THE COST OF EDUCATION AFFORDABLE HERE.
YOU CAN SEE SOME OF THE DYNAMICS ALSO WHEN WE TALK ABOUT COST.
IT'S NOT THE ONLY FACTOR HERE.
SO THIS ONE LOOKS AT EACH DOT THAT REPRESENTS A FULL TIME FACULTY.
SO IT'S LOOKING AT THEIR AVERAGE.
SO THIS TOTAL LOAD IS LOOKING AT THEIR FALL AND SPRING OF LOAD.
SO THIS DOT UP HERE YOU CAN SEE THAT ARE ALMOST AT 300% OF REGULAR LOAD.
YOU CAN ALSO SEE THAT THEY ARE OVER HERE O THE LEFT OF THIS LINE.
SO WHAT IT LOOKS AT IS THE AVERAGE SECTION UTILIZATION.
SO THIS LOOKS AT ALL OF THEIR SECTIONS AND SAYS VERSES THE MEDIAN CAPACITY FOR THE SECTION WHERE IS YOUR ROLE.
YOU CAN SEE THIS PERSON IS TEACHING A LOT BUT ON AVERAGE THEY ARE BELOW 15% OF ENROLLMENT VERSES CAPACITY.
SO THEY CAN ALMOST HAVE AS MUCH WORKLOAD AS SOMEONE OVER HERE THAT IS, YOU KNOW, ABOVE 100% ON CAPACITY BUT BELOW THE LOAD BECAUSE THEY HAVE THIS NUMBER OF STUDENTS THAT THEY ARE ACTUALLY TEACHING.
SO THEY MAY NOT BE IN THE CLASS ROOM AS MUCH BUT THEY HAVE SIGNIFICANTLY MORE STUDENT INTERACTION AND ET CETERA.
>> YOU SAY THAT WE'VE GOT A FACULTY THAT'S T 300% OF LOAD?
>> BUT THE GRAPH SHOWS THE MAJORITY ARE IN UNDERUTILIZED CLASSROOMS.
>> SO ABOUT I THINK -- WHEN YOU LOOK AT THE ACTUAL -- I THINK ABOUT 45% OF THE SECTIONS ARE UNDERUTILIZED.
THEY SHOULD BE CLUSTERED TIGHTLY WITH LIMITED VARIANCE.
>> THAT ONE AT 300%, TO ME THAT'S NO EXCUSE, A PRESIDENT OR DEAN.
THIS GRAPH WHEN WE SHOWED IT, IT JUST EASES THE LOAD AND THERE'S OTHERS UP HERE. HOW DO WE GO TO --
>> THEN YOU START TALKING ABOUT HOW DO I GET THESE PEOPLE UP HERE, HOW DO I GET THESE DOWN, HOW DO I GET THIS OVER.
>> IF THINGS ARE MORE ACCEPTABLE YOU --
>> YOU KNOW, ALL OF US ARE DIFFERENT IN WHAT WE CAN HANDLE BECAUSE WE ARE HUMAN AND NOT MACHINES.
THAT MAKES US A WHOLE LOT HARDER TO SAY HOW WE DO IT.
>> COMPARE THE COMPLETION RATE TO THE AVERAGE.
>> WE'LL GET THERE'S IN A COUPLE OF SLIDES.
>> THIS IS -- THIS WAS WORK RIGHT HERE.
THIS SLIDE REALLY HELPS UNDERSTAND.
>> SO THEN YOU GET INTO PERFORMANCE.
SO WHAT IS THE RESULT OF BEHA BEHAVIORS? STUDENT COMPLETION, FACULTY DIVERSITY AND THE HIGH VARIABILITY THE COST.
BEFORE YOU MOVE ON THAT FIRST PERFORMANCE THAT YOU HAVE THERE, STUDENT NEEDS ARE NOT BEING MET AS SEEN WITH LOW STUDENT COMPLETION RATES, THAT SAYS IT ALL.
>> THE QUESTION I'VE GOT ON THIS SLIDE IS THE CAUSATION.
WHAT IS THE CAUSE OF THE -- HOW DO YOU KNOW -- SAME THING CAN DIVERSITY.
IT SEEMS LIKE WE ARE PAYING A LOT OF INSTITUTIONAL DEFICIENCIES. THESE ARE KNOWLEDGED THINGS WE HAVE TO DO BETTER AT.
HOW DO YOU SAY FOR CERTAINTY THAT FACULTY LOAD IS THE CAUSATION OF OUR COMPLETION RATES AND DIVERSE TEACHING? IT'S A --
>> IS THIS AT NO COST TO THE STUDENTS? SEE HOW ACTIVE IT IS.
I'VE BEEN SO IMPRESSED BY THE 3 FACULTY AND DEANS BEEN WORKING WITH IN HOW THEY ARE TRYING TO HAVE SUCCESS.
[01:30:01]
WHILE THEY JUST REPORTED TO ME WHILE THE NUMBERS DIDN'T GO OFF THE CHART E DID IT WHERE EVERYBODY HAD THEIR LEARNING MATERIAL ON THE FIRST DAY OF CLASS AND IMPROVING THOSE TYPE OF SITUATIONS.IS THAT THE ONLY CAUSABLE EFFECT? WE DON'T KNOW.
THERE ARE THINGS THAT WE ARE DOING DISTRICT WIDE EXPERIMENTING WITH THINGS AND THEY ARE EXPERIMENTING WITH THINGS.
DEANS AND FACULTY ARE TRYING TO DO THE SAME THING.
THEY ARE TRYING TO GET STUDENTS OUT THE DOOR AND TOWARDS COMPLETION.
>> IF I MIGHT, THERE ARE SOME CLASSES THAT RIGOROUS IS IMPORTANT.
>> SOME STUDENTS CAN HOLD THROUGH THAT AND THEY CAN FOLLOW THROUGH.
SOMETIMES THE THIRD TIME THROUGH A CLASS IS WHEN FINALLY THE LIGHT COMES ON.
THE WHOLE IDEA BEHIND MATH CLASS OR -- YOU KNOW, JUST BECAUSE STUDENTS COMPLETE IT OR THEY DON'T COMPLETE IT DOESN'T MEAN THAT THEY HAVE NOT LEARNED ANYTHING.
WHEN WE START TALKING ABOUT COMPLETION RATES, WELL IF YOU JUST SAY, WELL, COMPLETION RATES SO THE KIDS WALKING IN THE FIRST SEMESTER THEY SAY, WELL, THIS IS AN INSTRUCTOR THAT ONLY GIVES A'S, THAT'S 100% COMPLETION AND I DON'T HAVE TO SHOW UP AGAIN.
>> THAT'S A BENCHMARK AGAINST PEERS.
SO WE HAVE A GOOD INDICATION OF WHEN WE LOOK AT LIKE INSTITUTIONS HOW WE WOULD -- SHOULD BE STACKING UP.
>> GRADING AND THERE'S ALL SORTS OF SITUATIONS THAT IT IS REALLY HARD TO SAY THIS IS THE WAY IT SHOULD BE.
DIFFERENT STUDENT, DIFFERENT UNDERSTANDINGS, I KNOW MATH IS NOT MY STRONG SUIT, PERIOD, END OF STORY BUT GIVE ME AN ESSAY AND I COULD WORK MY WAY AROUND ANY TALKING POINT.
SO JUST THE IDEA OF COMPLETION RATE DPENDS ON ANYTHING FROM BEGGING FOR A GRADE THERE AT THE END TO, YOU KNOW --
>> BUT THAT'S ADDRESSED WHEN YOU HAVE AN AVERAGE.
YOU HAVE THE WHOLE BALL OF WAX IN TERMS OF STUDENTS, WHETHER THEY ARE HIGH ACHIEVERS, UNDERAC UNDERACHIEVERS, NOT FULLY PREPARED.
SO AVERAGE COMPLETION SHOULD GIVE YOU A PRETTY GOOD PICTURE, AN ACCURATE PICTURE.
>> I WOULD UST BE CAREFUL BECAUSE THEN YOU CAN INCENTIVIZE PEOPLE TO NOT COMPLETE THEM WHEN THEY ARE ACTUALLY READY.
TO YOUR POINT, THAT'S -- WE ARE NOT -- I DON'T THINK ANYONE IS IMPLAYING THAT THE ONLY VARIABLE IS FACULTY LOAD.
THERE'S OTHER SERVICES THAT GO ALONG WITH HIS AS WE LOOK AT THIS AS A COMPLEXITY HERE WHICH INVOLVES LEADERSHIP, ADMINISTRATION AND SO FORTH.
>> THE FIRST PART IS CONTEXT, POLICY.
THE LACK OF CLARITY AND CONFUSION IN TERMS OF THE POLICY, HERE IT'S THE POLICY AND CONSISTENCY OF POLICY IS THE ROOT CAUSE HERE.
PEOPLE RESPOND TO THE CONTEXT LIKE YOU POINTED OUT.
THAT'S WHAT WE HAVE TO GET OUT OF IT.
WE HAVE TO FIGURE OUT THE RATIONAL POLICY CONTEXT.
I JUST WANT TO -- I DON'T WANT ANYBODY IN THE AUDIENCE OR IN THE FACULTY THAT ARE THE CORE PART OF THIS INSTITUTION SEEING THIS THINKS THAT THERE'S BAD BEHAVIOR GOING OUT THERE THAT'S DRIVING THIS. THAT'S NOT WHAT WE ARE THINKING ON THIS.
WE HAVE TO CLEAN UP A POLICY SITUATION THAT'S NOT BEEN ADDRESSED FOR A LONG, LONG TIME.
YOU KNOW, DEFINITELY WE SEE THAT THERE'S A NEED FOR IMPROVEMENT 3 AND IT'S NOT JUST ALL ON FACULTY.
FACULTY RESPONDS WITH WHAT POLICY IS.
THEN YOU HAVE A POLICY THAT IS NOT SUFFICIENT, THAT IS THE CAUSE OF THE PROBLEM.
THEN IF YOU HAVE ADMINISTRATORS NOT MAKING SURE THERE'S COMPLIANCE WITH REGARDS TO POLICIES THAT ADDS ANOTHER LAYER, ET CETERA, ET CETERA.
SO WE JUST REALLY NEED TO GET THIS CLEANED UP AND ADDRESSED.
>> IT'S NOT ONE SIZE FITS ALL.
>> IF I'M COMING ACROSS THAT WAY I DON'T MEAN.
TODAY I'VE USED THAT WORD I THINK FOUR TIMES ALREADY.
>> SO ON 23 I THINK WE -- I THINK YOU GUYS GO T -- GOT THE
[01:35:03]
MESSAGE.WE HAVE TO CHANGE THE CONTEXT.
YOU CAN'T JUST ASK THAT BEHAVIOR CHANGE.
WE HAVE TO CHANGE THE CONTEXT AND THEN BEHAVIOR WILL FALL IN PLACE.
>> IT TALKS ABOUT 6-YEAR GRADUATION RATES.
LOOKING AT CERTIFICATES, LOOKING AT PEOPLE WHO HAD NO INTEREST IN GRADUATION THEN OUR DEFINITION OF WHAT SUCCESS IS I STRUGGLE WITH THIS ONE ALL THE TIME BECAUSE THERE'S PEOPLE WHO HAVE NO INTEREST IN GOING TO SCHOOL.
NOW IF THEY SPEND TWO SEMESTERS AND THEY GET A CERTIFICATE THEY MAY BE SO PLEASED WITH THEMSELVES HAT THEY ARE HAPPY FOREVER AND DON'T EVER WANT TO GO BACK.
IF WE LOOK AT THEIR SUCCESS AS TO WHAT E JUDGE THEN WE WOULD SAY THEY ARE NOT SUCCESSFUL EVEN THOUGH THEY ARE AS HAPPY AS THEY CAN BE.
>> BUT IT SAYS A SIX-YEAR GRADUATION RATE.
>> THAT'S LEVEL ONE SE CERTIFICATES OF ASSOCIATE DEGREES WITHIN A 6-YEAR PERIOD.
>> SO WE'VE GIVEN UP ON THE TIMES WE CAN COUNT AS TO HOW IT WILL APPEAR TO EVERYBODY ELSE.
>> THIS IS -- I MEAN, WE GET PERFORMANCE FUNDING OFF OF THIS.
THIS AFFECTS FUNDING UNDER WHICH WE OPERATE.
>> WE ARE STILL NOT WHERE WE NEED TO BE.
>> O THE PRESIDENTS BELIEVE THAT IF WE HAVE MORE RATIONAL POLICY FRAME WORK AROUND FACULTY LOAD THAT OUR COMPLETION RATES WOULD BE DIFFERENT?
>> I THINK THAT WE WOULD BE TREATING FACULTY MORE FAIR AND EQUITABLE.
>> I LOOK AT THIS AS SCHEDULING IMPACTS THIS.
ARE WE NEED -- MEETING THE NEEDS AND THEN ARE WE ALSO HELPING TO MAKE SURE THAT WE HAVE QUALITY INSTRUCTION.
WE ARE TALKING HERE ABOUT BOTH LOAD AND THE SCHEDULING PIECE.
SO I JUST HEARD A NUMBER AND I SHARED THAT.
I'D LIKE TO HAVE 150 STUDENTS GOING TO FIVE COLLEGES AT THE SAME TIME.
SO THOSE STUDENTS HAVE HAD TO CREATE THEIR OWN CORE SCHEDULE THEY COULDN'T FIGURE OUT -- OR THERE WASN'T A WAY TO DO IT WITHIN A SINGLE INSTITUTION.
I CAN ASSURE YOU DIDN'T WANT TO GO TO ALL THOSE CLASSES. THAT WAS JUST SIMPLY A WAY TO GET THROUGH IT.
YOUR QUESTION, WE HAVE PEOPLE WHO DO THAT.
THAT'S IN THE STUDENTS THAT DO THAT.
SO THEREFORE THE SCHEDULING COMES TOGETHER IN A WAY THAT I'M -- [INAUDIBLE]
WE WILL GIVE YOU A TEASER AND SAY RECOMMENDATIONS THERE'S 100 SOME ODD PAGES THAT WE CAN GIVE YOU AFTER THIS AS WELL.
THERE'S AREAS TO ESTABLISH CARE POLICIES.
WE REALLY MAKE SURE THAT WE ARE REALLY CLEAR, CONSISTENT, ALL ONE.
WE KEPT TALKING ABOUT DEVELOPING THE SOURCE OF TRUTH THAT FACULTY AND ADMINISTRATORS CAN COUNT ON AND THEN ACTUALLY DEFINE THE SCHEDULING MANAGEMENT.
HOW DOES THIS ACTUALLY LOOK? THIS IS TO ADDRESS WHAT IS THE MANAGEMENT, WHO IS ACCOUNTABLE, HOW DO YOU LOOK AT THIS, HOW DOES IT WORK TO MAKE SURE THAT IT'S CONSISTENT ACROSS CAMPUSES AND DEPARTMENTS.
NEXT TWO WE THINK OF AS SUPPORT.
SO UPDATING THE HR DEPARTMENT.
WE TALKED ABOUT PERFORMANCE MANAGEMENT, MAKE SURE THERE'S STRONG THINGS IN PLACE AROUND PERFORMANCE MANAGEMENT THAT YOU CAN USE HEN LOOKING AT THE OTHER THINGS.
THE SAME WITH THE DATA INFRASTRUCTURE.
MAKE SURE THIS IS SUPPORTED BY THE DATA INFRASTRUCTURE THAT CAN HELP YOU IMPLEMENT THIS CHANGE.
THIS LAST ONE HERE IS REALLY GETTING AT THIS TAKING SCHEDULING TO THE NEXT LEVEL.
SO HOW DO WE ACTUALLY MAKE SURE THAT WE ARE LOOKING AT WHAT ARE STUDENTS DEMANDING.
ACROSS THE AREA WHAT IS THE STUDENT DEMAND, WHERE DO THEY WANT TO TAKE THE COURSE, WHAT TIME THEY TAKE THE COURSE IN
[01:40:01]
CREATING A MASTER SCHEDULE AND ALSO BRINGING IN THE MASTER PLAN.HOW DO WE ACTUALLY UTILIZE THE SPACE THAT WE HAVE AND THEN HOW DO YOU THEN PAIR FACULTY AND HOW DO YOU ACTUALLY LET STUDENTS INTERACT WITH THAT SCHEDULING, WHAT WORKS FOR THEM.
THIS IS THE DETAIL THAT MAKES UP A LOT OF WHAT IS SUMMARIZED IN THOSE PAGES.
IT CAN DO ALL KINDS OF THINGS.
WHAT WE WILL DO IS GO INTO MORE OF THIS AT THE 25TH MEETING.
AGAIN, WE'LL GO BACK THROUGH THIS REVIEW, NOT EVERYTHING BUT WE'LL GO THROUGH THIS.
I KNOW I ALWAYS LEAVE A MEETING AND GO I WISH I COULD HAVE SKED THIS.
WRITE THEM DOWN, BRING THEM BACK.
LOOK AT THIS INFORMATION. WE WILL GIVE YOU THE FULL BLOWN IDEAS OF WHERE IS THE RECOMMENDATIONS.
>> IT'S ALSO IN THE HOME WORK.
>> I THINK MARY -- DR. RAMBAK IS MAKING A TEST.
>> THE OTHER THING TOO IS YOU GUYS --
>> YOU KNOW, ESTABLISHING CLEAR POLICIES I DON'T KNOW CAN WE EVEN DO THOSE OTHER FOUR THINGS WITHOUT DOING THAT FIRST? IT SEEMS LIKE BESIDES CLEAR POLICIES IT'S SOMETHING THAT'S CLEARLY IN THE REALM OF THE BOARD AND THAT NEEDS TO BE CONSISTENT AS A POLICY.
WE SEE EXAMPLES OF THE INCONSISTENCIES.
THESE ARE RESOURCES TO DO IT AND ALL THAT KIND OF STUFF BUT DON'T WE NEED A POLICY OVER HAUL?
>> I MEAN, IT IS A COMPLEX FILE.
>> SO IF YOU -- TIM WAS SAYING IT EARLIER, WE CAN'T EVEN REALLY GET INTO OUR I.T. SYSTEMS AND EVEN HE DATA UNTIL WE UNDERSTAND WHAT THE POLICY IS DRIVING THAT.
YOU KNOW, WE COULD MAKE O SOME THINGS ON THE SCHEDULING.
THAT WOULD BE THE ONLY OTHER ONE THAT WOULD -- ALL OTHERS WE HAVE TO PRETTY MUCH FOLLOW SUIT WITH.
>> YEAH, YOU'LL SEE -- THIS IS PROBABLY A MULTIYEAR JOURNEY AND THIS IS DEFINITELY THE FIRST STEP THAT YOU HAVE TO TAKE.
YOU CAN DO I THINK SOME OTHER THINGS TO MAKE SURE THAT WHEN YOU ARE READY TO MOVE THERE'S SOME THINGS IN PLACE BUT THIS IS DEFINITELY THE START.
>> THERE'S PROBABLY TWO SYSTEMS AND PROCESSES.
ONE OF THEM WE'LL TALK ABOUT LATER.
THE OTHER IS FACULTY CONTRACTS.
THIS ONE IN THE PREVIOUS INSTITUTION, WE DID AND WE BASICALLY HAD BASED OFF THE MASTER SCHEDULE ALL THE FULL TIME AND CONTRACTS ALL DONE. IT WASN'T ALL THIS RUNNING AROUND WITH APER AND GETTING SIGNATURES ND IT WAS BASED ON APPROVAL IN THE MASTER SCHEDULE.
YOU'RE RIGHT, WE HAVE TO GET THE CONTEXT RIGHT FIRST.
WE WANT Y'ALL INVOLVED IF -- IN THAT PROCESS.
THERE'S PROS AND CONS TO EVERYTHING. IT'S ALL ACROSS THE BOARD. THERE'S NOT ONE GOLDEN BULLET TO SHOOT.
>> THE OTHER POINT 'D LIKE TO MAKE TOO WOULD BE ROB AS YOU GO OUT AND THINK ABOUT OUR INTERNAL AUDIT FOLKS THIS ENTIRE CIRCUMSTANCE ARISES BECAUSE OF A LACK IN POLICY.
WHEN WE ARE IN THAT SITUATION YOU CAN TAKE REMEDIAL ACTION.
I THINK THAT ROLE AND THAT FUNCTION INSIDE THIS ORGANIZATION, THIS SET OF ISSUES SHOULD BE PART OF WHAT WE LOOK AT.
I THINK A BIG PART OF DEVELOPING A POLICY IS TO IDENTIFY AND UNDERSTAND THE PROBLEM AT THE TIME.
WE CAN'T NECESSARILY MAKE THOSE UP AND [INAUDIBLE].
THERE'S LOTS OF VARIABLES HERE.
ONCE WE HAVE THE POLICIES, I AG
[01:45:02]
AGREE.>> LET ME BE CLEAR, A LOT OF THESE ISSUES THAT WE KIND OF UNCOVERED TODAY WE HAVE KNOWN ABOUT THAT'S OUT THERE.
THE TROUBLE IS IN THE PAST WE'VE TRIED TO DEAL WITH THEM IN ISOLATION AND NOT IN HOW HEY INTERACT WITH EACH OTHER.
SO AT THE END OF THE DAY WE IMPLEMENT A POLICY ON INITIATIVE AND GO IT DOESN'T WORK. THAT'S BECAUSE WE DIDN'T ANTICIPATE ALL THE OTHER BARRIERS THAT ARE HERE THAT EFFECT THAT OUT COME.
THAT'S REALLY WHAT WE ARE RYING TO GET AT IS ALL OF THEM BECAUSE YOU'RE CORRECT IF WE DON'T TO THE BEST OF OUR VAILABILITY NOTHING IS PERFECT BUT WE'LL CONTINUE NOT TO SEE THE OUT COME THAT WE WANT, WE'LL CONTINUE THE COURSE THAT WE ARE ON AND THAT [INAUDIBLE].
>> MR. CHAIR AND CHANCELLOR, DO Y'ALL HAVE A TIMELINE IN MIND FOR ESTABLISHING CLEAR POLICIES SO THEN THAT EVERYTHING ELSE CAN GET WORKED UP?
>> THAT'S NOT BEEN LAID OUT IN THAT KIND OF DETAIL YET.
THAT IS F YOU CALL EVEN ON MY GOALS I LAID THAT OUT THAT WE CO WOULD START AND WORK ON THAT PARTICULAR PIECE.
THAT'S GOT TO BE THE FIRST THING.
>> WE SHOULD BE ABLE TO COME BANK AND WORK ON A TIMELINE.
I'VE COME TO NOTICE THAT'S WHAT I LIKE IS THE TIMELINE.
WE'LL LAY THAT OUT. THAT'S PART OF WHAT WE TALKED ABOUT, HOW TO DEVELOP THIS SYSTEM AND WHAT WE NEED TO DO.
IT'S BEEN A GREAT PARTNERSHIP.
>> LET ME BE CLEAR, SOME OF THIS WILL HAVE FISCAL IMPLEMENTATIONS OR US.
IF WE GO WITH A CONTACT HOUR 3 APPROACH AND POLICY, THAT MEANS SOME PEOPLE WOULD GET MORE DOLLARS ON THAT METHODOLOGY PER COURSE BEING TAUGHT THAN THEY ARE RIGHT NOW.
ON THE OTHER HAND, IF WE'VE GOT SOME EXTREMES THAT ARE OUT THERE AND WE DECIDE THAT WE BRING INTO SOME TYPE OF NARROWER WINDOW, THE EXTRA SERVICE, THAT WILL EFFECT FOLKS BUT MAY NOT EFFECT THE OVER ALL BDGET.
HAVE TO LOOK AT. THINGS THAT WE-
>> ON PAGE 2 THAT YOU HAVE THERE, THE FINANCIALS OF WHAT HAPPENS IF YOU MOVE, WHAT HAPPENS IF YOUR BRING ALL THESE PEOPLE WITHIN POLICY --
>> THE QUESTION, FROM THE BOSTON SIDE, MAYBE THEY WILL ANSWER THIS, THAT IS ANY BIG SURPRISES OR A LOT OF THESE [INAUDIBLE].
>> I THINK THAT WE WERE DEFINITELY SURPRISED BY HOW PREVALENT THE EXTRA SERVICE WAS.
WE HEAR IT BUT WE THOUGHT WE WOULD FIND A COUPLE POCKETS AND WE CUT IT EVERY WAY IMAGINABLE AND IT'S THERE.
YOU LOOK AT IT BY EVERY COLLEGE, EVERY DISCIPLINE AND JUST HOW PREVALENT IT IS.
SO I THINK IN THE RECOMMENDATIONS REALLY THINKING ANT -- ABOUT THIS IS A BIG CHANGE, THIS IS NOT SOMETHING THAT YOU CAN JUST STTAKE AWAY, U HAVE TO THINK ABOUT HOW YOU CHANGE THIS IF YOU WANT TO MAKE A GOOD SHIFT.
>> IT OUNDS LIKE WE ARE TALKING ABOUT HOUSE PAYMENTS HERE.
>> WE HAVE TO CONSIDER THIS OVER TIME.
THERE'S ABOUT A THREE-YEAR IMPLEMENTATION.
WE HAVE TO WORK ON SOME RECOMMENDATIONS AND WHAT WE START WITH FIRST.
>> THAT'S THE WORKSHOP. THAT'S NOT A DECISION-MAKING BOARD MEETING.
WE CAN TAKE WHAT WE GET OUT OF THERE AND TAKE THE FEEDBACK AND COME BACK AND GET IDEAS.
>> I HAVE A QUESTION FOR LILI.
YOU KNOW, WE DON'T WANT TO -- WE WANT THE BEST FACULTY, THE BEST TEACHERS, WANT THEM TO FULFILL THEIR JOB, BE COMPENSATED FAIR TO THE MARKET, HOW DO WE ENSURE THAT WE DON'T LOSE THAT? THERE ARE OTHER OPPORTUNITIES TO ATTRACT THE BEST TALENT AS WE GO?
YOU KNOW, WHAT WE NORMALLY LOOK AT AS FAR AS TALENT MANAGEMENT IS LOOKING AT OVER ALL COMPENSATION PACKAGE, NOT JUST THE PAY, NOT JUST THE BENEFITS BUT PART OF THE OTHER -- YOU KNOW, THE CULTURE, THE PERKS IF YOU WILL, THE CULTURE, THAT TYPE OF THING.
SO ARE WE DELVING IN AN ENVIRONMENT WHERE FACULTY AND EMPLOYEES, ADMINISTRATORS, SUPPORT STAFF ARE POISED TO BE SUCCESSFUL?
[01:50:01]
YOU KNOW, DO WE WANT TO PAY A COMPETITIVE RATE AND WHAT IS THAT COMPETITIVE RATE 25% OF THE MA MARKET, 50% OF THE MARKET? WHAT IS IF PHILOSOPHY.FROM THE STUDIES THAT I'VE SEEN AS FAR AS THE MARKET STUDIES FOR SALARIES WE ARE RIGHT IN THE MIX OF THE MARKET AND THIS CAUTION FOR TALENT HAS BEEN AROUND FOR MANY YEARS.
IT'S GOING TO BE AROUND FOR MANY MORE YEARS.
WHAT IS IT THAT -- WHAT IS IT THAT SETS THIS DISTRICT APART FROM OTHER COMMUNITY COLLEGE DISTRICTS? SO REALLY THAT'S A POLICY ISSUE.
WHAT TYPE OF ENVIRONMENT DO YOU WANT TO ESTABLISH? WHAT TYPE OF CULTURE O YOU WANT TO ASSUME? JUST SPEAKING FROM A POLICY STANDPOINT, WE HAVE A DISTRICT WIDE HUMAN RESOURCES DIRECTOR COUNCIL AND WE MEET ONCE A MONTH.
WE ALREADY STARTED THE WORK AS FAR AS LOOKING AT DIFFERENT POLICIES.
WHEN I GOT HERE ABOUT TWO MONTHS AGO I WAS TOLD THAT WE HAVE A HUMAN RESOURCES OPERATIONAL GUIDELINE THAT WAS ABOUT 1300 PAGES.
IT HAD NOT BEEN UPDATED IN MANY, MANY YEARS.
I THINK THERE HAS BEEN SEVERAL ATTEMPTS TO UPDATE AND PROVIDE CLEARER POLICIES.
I THINK NOW WE ARE JUST AT A POINT WHERE WE HAVE DEVELOPED A TASK FORCE TO LOOK AT WHAT ARE THOSE POLICIES, LET'S UPDATE THEM, LET'S GET CLEARER POLICIES, LET'S NOT HAVE 1300 PAGES BECAUSE THAT'S JUST NOT REASONABLE FOR AN EMPLOYEE TO UNDERSTAND 1300 PAGES OF POLICY.
SO OUR TASK FORCE IS WORKING ON UP UPDATING THOSE POLICIES ACTUALLY LOT OF THOSE POLICIES WILL DEPEND ON WHAT WE BOARD DEVELOPMENTS AS FAR AS OVER ALL POLICIES.
SO OUR ATTEMPT IS TO KIND OF CLEAN THAT UP AND TO UPDATE IT, MAKE IT CLEAR, MAKE T MORE CONSISTENT BETWEEN ALL OF THE COLLEGES AS WELL AS THE OFFICE AND THEN INCLUDE THE STATES AS WELL, THE DIFFERENT COUNCILS AND THEIR PRESIDENTS AND THEIR ADMINISTRATION AND STAFF SO EVERYTHING HAS INPUT AND UNDERSTANDS THEM.
>> ONE THOUGHT THERE TOO, ROB AND I HAVE HAD THIS CONVERSATION, I HAVEN'T LOOKED AT ALL OF IT BUT WE LOOKED AT OUR HUMAN RESOURCES OPERATION GUIDE THAT HAS BEEN THERE, THE 1400 PAGES OR WHATEVER LENGTH IT IS.
IT'S CLEAR TOO THERE'S SOME THINGS IN THERE THAT SHOULD BE BOARD POLICY BUT YET THEY APPEAR IN THERE MEANING THEY HAVEN'T BEEN REVIEWED.
SO THEY NEED DEVELOPED AS A ONE OFF BECAUSE OF THE SITUATION SOMEWHERE.
THAT'S WHAT WE'VE TALKED ABOUT.
HOW DO WE IDENTIFY THOSE ELEMENTS THAT REALLY THE BOARD SHOULD BE ENGAGED IN AND THEN HAVING, MAKING SURE THAT OUR FOLKS IN HR ARE INTERPRETED THAT INTO PRACTICE AND THEN HAVING OUR AUDIT TEAM STAFF TO REENFORCE TAT.
>> DO WE HAVE ANYONE LEADING THAT TASK FORCE?
>> ONE OF THE FINDINGS IN YOUR REPORT WAS THAT THE EXTENT TO WHICH THEY RELY ON THE COMPENSATION ISN'T IT? THEIR FAMILIES, THEIR MEDICAL EXPENSES, ALL THE THINGS THAT A FAMILY NEEDS TODAY.
WE NEED TO APPROACH IT IN SUCH A WAY -- THE SYSTEM HAS TO CHANGE.
THAT'S WHAT YOU'RE FINDINGS ILLUSTRATE, THAT'S WHAT YOU BROUGHT US TODAY.
AS WE FIGURE OUT THE RESPONSE TO THAT, WE SHOULD DO IT IN TERMS OF POLICY AND LIMITATION IN A WAY THAT IT'S NOT A TAKE AWAY AND THAT WE ARE, YOU KNOW, -- IT'S NOT GOING TO BE THIS, IT'S GOING TO BE ESTABLISHED TEACHER GOALS THAT THIS BOARD AND THIS ORGANIZATION HAVE.
I THINK IT'S A GREAT OPPORTUNITY FROM THE HR POINT OF VIEW TO PUSH IT IN THAT DIRECTION.
YOU LOOK AT HOW WE'VE BEEN DOING BUDGETING AND MOVING TOWARDS MORE MEASURABLE AND PERFORMANCE-BASED BUDGETING IN TERMS OF CAMPUS FUNDING.
YOU KNOW, HOW WE ARE APPROACHING THE CHANCELLOR'S REVIEW AND WITH THE SAME THING, MEASURABLE GOALS THAT ARE AWARDED.
[01:55:02]
I MEAN, CAN WE DEVELOP THAT CONSTRUCT IN TERMS OF THE WHAT IS NEXT ON, YOU KNOW, FACULTY LOAD, ASSIGNMENT, COMPENSATION AND THEN THEY ALL HANG TOGETHER.BUT LET'S FIGURE OUT HOW TO MAKE IT A POSITIVE BOTH FOR THESE [INAUDIBLE].
>> HAVING THEM BE A ART OF THIS PROCESS SAYING THIS IS WHAT WE FOUND DURING THE STUDY WE WANT YOU TO BE A PART OF HELPING US SOLVE THIS PROBLEM AND WHAT THAT WILL LOOK LIKE.
SO YOU HAVE THAT BUY IN, YOU HAVE THAT COMMUNICATION.
>> YOU JUST HANDED DOWN THE SAME --
>> THERE'S ACTUALLY NOT THAT MUCH THAT IS DUPLICATIVE.
THE FIRST SECTION LOOKS AT THE FACTS THAT WE LOOKED AT BEFORE BY COLLEGE OR BY --
>> YOU'RE ALWAYS ENCOURAGED O STUDY IT.
>> WE NEED OUR NEXT STEPS TO REPORT.
WE HAVE A LOT OF WORK THE NEXT COUPLE OF MEETINGS AND OVER THE SUMMER.
THERE'S A LOT OF THINGS TO CONSIDER IN TERMS OF WHAT YOU WANT TO BRING TO THE BOARD IN TERMS OF ADVISING THE POLICY CONTEXT.
THAT IS SOMETHING THAT YOU WILL BE WORKING ON OVER THE SUMMER.
WHEN WILL SEE THIS ISSUE BACK IN FRONT OF THE BOARD? NEXT MONTH? WHAT IS THE TIMING ON THIS?
>> NEXT STEP IS WE WILL COME AND [INAUDIBLE] BUT THEN WHAT WE SEE IS THE RECOMMENDATIONS AND HOW WE CHANGE IN CONTEXT AND WILL BEABLE TO DEAL.
WE ARE TALKING ABOUT OPTIMIZING CORE SCHEDULING, NOT SO MUCH EVEN -- IT'S FACULTY LOAD THAT HAS AN ISSUE IN THAT BUT WHAT WE ARE GOING TO TALK ABOUT IS HOW DO WE REALLY OPTIMIZE OUR PHYSICAL RESOURCES AND OUR HUMAN RESOURCES, GET OUR STUDENTS THE DEMAND THEY NEED -- THE DEMAND THEY REQUIRE TO SATISFY THEIR COMPLEX AND THEIR GRADUATION AND THEIR SUCCESS OF WHAT THEY ARE TRYING TO DO WHILE TREATING OUR PEOPLE FAIRLY.
>> THAT'S REALLY THE WAY TO LOOK AT THIS.
>> BUT THE SCHEDULING IS A COMPENSATION ISSUE.
IT IS NOT JUST A SCHEDULING ISSUE.
>> SO WE'LL SEE THIS AGAIN WHEN?
>> WE MIGHT START IN THE MORNING, GIVE YOU A BREAK AT LUNCH AND RUIN YOUR LUNCH OR SOMETHING AND THEN START BACK UP AGAIN.
WE NEED APPROXIMATELY THREE HOURS.
JAY WILL JOIN US AT THAT TIME TOO.
KELSEY REALLY IS THE BRAINS BEHIND ALL THIS.
THERE'S A LOT OF PEOPLE INVOLVED IN THIS ALL OVER THE DISTRICT AND THERE'S A LOT OF WORK.
I LOOK FORWARD TO THE NEXT TURN.
[2B. Multi-Year Budget Forecast Presenter: John Robertson]
>> WE WILL GO THROUGH THE OTHER STEPS.
>> YOU CAN HEAR THE REAL ESTATE.
>> WANT TO TAKE A QUICK BREAK?
>> WE'VE GOT ANOTHER HOUR SCHEDULED.
>> WE ARE SUPPOSED TO GET OUT OF HERE AT 3:30 SO WE NEED A 30 MINUTE BREAK.
>> WANT TO GO REAL FAST ON SOME OF THESE.
>> I'M REQUIRED BY LOCAL POLICIES HERE TO GIVE YOU MULTITESTS. THERE'S NOT MUCH CHANGE FROM LAST YEAR SO I'M GOING TO TALK LIKE ROB WIND HERE.
>> THESE ARE JUST SOME THINGS.
THERE'S NOT MUCH DIFFERENCE FROM LAST YEAR. WE STILL LOOK AT THE THINGS BOTH ON THE FEDERAL LEVEL AND THE STATE LEVEL.
THINGS ARE VERY STRONG IN THE ECONOMY.
[02:00:01]
FACT THAT THE STATE BUDGET AND REVENUES WERE GOING TO BE RECOVERING, ALONG WITH GAS PRICES AS YOU KNOW BY GOING TO THE PUMP ARE STARTING TO CREEP BACK UP, OIL AND GAS REVENUES, WHICH ARE A KWIETZ FRANKLY -- QUITE FRANKLY NOT A REAL BIG PART OF IT BUT THEY IMPACT.WHEN THEY FALL ALL OF OUR MONEY GOES AWAY.
WHEN THEY RISE WE START HAVING MORE MONEY BACK IN THIS.
THE ONE THING TOO IS WE TALKED ABOUT IS DALLAS BEING A TALE OF TWO CITIES.
WE HAVE OUR REAL STRONG AREAS, UNEMPLOYMENT IS DOWN, WE HAVE VACANCIES THAT ARE STILL FAIRLY HIGH -- FAIRLY LOW.
IT'S REALLY STRONG IN THE COUNTRY BUT TWO THINGS THAT REALLY STUCK OUT TO ME AS I WAS READING THROUGH THE REPORTS IS AFFORDABLE HOUSING IN DALLAS COUNTY HAS DROPPED FROM 11% IN 2010 TO 4% IN 2016.
THE RECENT REPORT THAT THEY JUST SENT ME IS WE ARE DEAD LAST IN BEING ABLE TO GET THINGS DONE.
DALLAS IS NOT IN A GOOD POSITION OF BEING ABLE TO DO THIS.
THE POVERTY RATE AS WE ALL KNOW IS GOING FASTER THAN THE GROWTH RATE.
THE OTHER PART THAT OT ME WAS 30% OF OUR DALLAS COUNTY BORROWERS, HOME BORROWS ARE IN THEIR PRIME.
SO THERE'S SOME THINGS WE REALLY NEED TO DO AND WHY I THINK WHEN WE TALKED ABOUT ALL OF THESE STRATEGIC PLANS AND 65/30, WHAT WE ARE REALLY INTERESTED THE DOING IS ATTACKING POVERTY AND MAKING DALLAS COUNTY THAT VIABLE ECONOMY THAT WE CAN HELP BOOST.
ALL THE THINGS THAT WE PROMISED, EARLY COLLEGE HIGH SCHOOL, ALL THESE THINGS WE ARE DOING IS REALLY GOING TO HELP IMPACT THAT.
IF WE DON'T START TODAY IT WON'T HAPPEN.
WE'LL BE IN ANOTHER 10 EARS DOWN THE ROAD AND IT WILL LEAD TO O AFFORDABLE HOUSING WHATSOEVER.
OVER ALL WHAT IS REALLY GOING TO HOOP WITH REVENUES IS WE ARE GOING TO SEE MORE AND MORE AS WE RELY ON TAX REVENUES OVER TIME, STATE APPROPRIATIONS GOING TO GO DOWN.
WE ARE NOT PUSHING THE INCREASED TUITION.
MY ASSUMPTIONS FOR THE NEXT FIVE YEARS BASICALLY KEEP EVERYTHING THE SAME OF STAYING THAT ROUTE.
RIGHT NOW THAT'S WHAT WE LOOK AT.
TAXES WILL BECOME A BIGGER PORTION OF OUR REVENUES AS THE STATE APPROPRIATIONS ARE GOING TO GO DOWN.
>> OR, JOHN, IF SOMETHING HAPPENS THERE THEN TUITION WOULD HAVE TO CREEP UP.
>> AND THAT IS ONE OF THE THINGS THAT WE --
>> WE ONLY HAVE THREE LEADERS THAT WE CAN WORK WITH.
>> TWO OF THEM WE CONTROL, ONE OF HEM WE DON'T BUT WE TRY TO IMPACT THE END RESULTS.
I SPOKE EARLIER -- SO ANY QUESTIONS ON THAT MULTIYEAR PLAN? THERE'S NO CHANGES REALLY.
THE GOOD NEWS HAS GOTTEN BETTER AND THE BAD NEWS HAS GOTTEN WORSE.
>> WE'VE REALLY GOT SOME SITUATIONS.
>> I SPOKE EARLIER ABOUT TWO OF THE PROCESSES OF PURCHASING FACULTY CONTRACTS.
[2C. eProcurement Technology Solutions Preview Presenter: John Robertson (Part 1 of 2)]
[INAUDIBLE]>> YOU LIKE TO INTRODUCE PEOPLE.
WE HAVE BEEN LOOKING FOR ABOUT THE LAST YEAR AT VARIOUS E PROCUREMENT SYSTEMS AND ONE THAT WE'VE DECIDED ON IS JAGGER.
I WANT TO SPEAK TO IT REAL QUICKLY.
WE ARE NOT GOING TO DO A DEMO YET.
WE ARE GOING TO COME BACK O YOU IN AUGUST --
MAMA -- MARIA HAS BEEN WITH US FOR QUITE A WHILE.
THESE ARE MY ASSISTANT DIRECTORS.
I DO NOT HAVE A DIRECTOR TO REPLACE STEVE.
GUESS WHAT THEY GET TO DO? THEY GET TO PUT UP WITH ME WHICH THEY LIKE.
CHARLES HAS BEEN WITH US NOW GOING ON SIX MONTHS IN JUNE, HIRED RIGHT AFTER THE FIRST OF JANUARY.
QUITE FRANKLY HAS IMPLEMENTED THIS SYSTEM AND TRAINED PEOPLE IN THIS SYSTEM AND WHEN STEVE AND I HIRED HIM WE LOOKED AT, ALL RIGHT, NOW WE CAN START MOVING FORWARD.
SO WE'VE BEEN DRILLING OVER THIS SYSTEM FOR A YEAR BUT WE'VE BEEN TRYING TO TIMELY DO IT.
MARIA HAS BEEN WORKING WITH OUR BOOKSTORES AND SUBWAYS AN DOING A LOT OF AUX WORK BUT WAS PROMOTED LAST YEAR TO BE THE ASSISTANT DIRECTOR OF HANDLING PART OF THAT.
IT'S KIND OF -- WE ARE DIVVYING UP THE WORK HERE OF THEIR EXPERTISE TO BE INVOLVED IN THIS
[02:05:03]
PROCESS OF WHAT WE ARE TRYING TO MOVE FORWARD.WE ARE LOOKING AT TALKING AT THE PROBLEMS THAT WE HAVE AS A MANUEL PROCESS, WHERE IS MY REQ? IT'S KNOWING WHAT IS ACTUALLY GOING ON.
LACK OF ABILITY TO GAIN USABLE REPORTING DATA.
WE HAVE TO ASK FOR REPORTING DATA ON SPEND ANALYSIS.
I'LL EXPLAIN THAT A LITTLE BIT MORE.
THE COMPLIANCE AND THE CONTROLS, THAT DOESN'T MEAN THAT WE ARE OUT THERE DOING WHAT WE HAVE.
WE CAN DRIVE COMPLIANCE WITH BUSINESS CHOOLS WHEN YOU AUTOMATE HE SYSTEM.
WE ARE ACTUALLY UNFORTUNATELY CREATING A USE OF A LOT OF FILING CABINETS.
WE JUST DON'T USE THE MOST EFFECTIVE WAYS OF OING IT.
WE ARE LOOKING AT FULL SWEEP OF WHAT WE CALL COURSE TO SETTLE.
THAT'S HOW WE GO AFTER OUR GOODS ALL OF WHICH WE ARE RECEIVING TO ACCOUNTS PAYABLE AND CUTTING THE ACA CHECK TO THE VENDER.
ARE YOU TELLING MANY -- ME THAT IN 2018 OUR PURCHASING PROCESS IS ALL MANUAL?
WE ENTER THEM IN THE COLLEGE BUT THE PROCESS WE GO THROUGH IS THE END USER HAS TO FILL OUT AN REQ AND SEND THEM TO AN AUTHORIZED PLAYER TO --
>> A BUDGET APROVER, BUSINESS OFF.
WE ARE GOING TO LEAP FROG INTO WHERE WE ARE.
>> FROM THAT LAST BULLET UNDER SOLUTION WHAT DOES THAT MEAN BY CREDENTIALS?
>> YOU HAVE THE SECURITY THAT -- IN MY ORDER, MY APROVER AND MY SYSTEM ADMINISTRATOR, WHAT CAN I DO WITHIN THE SYSTEM TO DO THINGS? IF YOU'RE A BUYER YOU CAN CREATE PURCHASE ORDERS.
WE MAY SET UP CONTRACTS UST LIKE WE HAVE TO DO, HAVE CATALOGS OUT THERE JUST LIKE YOU DO WHEN YOU DO ONLINE SHOPPING NOW WITH ALL OF OUR PREN PRENEGOTIATED PRICES AND WE CAN AUTOMATE THE FEATURE OF BEING ABLE TO SHOP, BUDGET CHECK AND APPROVE.
>> SO THE BUYER WOULD NOT HAVE THE CREDENTIAL TO APPROVE?
THEY MIGHT APPROVE IT IF IT CAME FROM SOMEBODY ELSE BUT NOBODY CAN DO IT ON THEIR OWN BY THEMSELVES.
>> OR THEY COULDN'T GET THE GOODS --
>> CHECKS AND BALANCES PEOPLE.
>> I'M NOT GOING TO SPEND A LOT OF TIME ON THIS READING.
I THINK I HEARD IT FROM TRUSTEE JAMESON, THERE ARE ALL KINDS OF BENEFITS IN THE 21ST CENTURY OF BEING ABLE TO DO THIS.
THE BIGGEST IS I CAN HAVE MY BUYERS WORRY ABOUT STRATEGIC SOURCING THAN PUSHING PAPER.
I CAN ALLOW USERS TO ORDER THINGS FROM A PRENEGOTIATED CONTRACT.
WE CAN EVEN ABLE TO GO IN AND SET PREFERRED VENDERS TO WATCH OUR VETERAN VENDERS, OTHERS WE CAN HAVE PREFERRED CLASSIFICATIONS PURCHASING TO THIS.
THE USER DOESN'T CARE WHERE IT COMES FROM, THEY JUST WANT THEIR GOODS.
>> THIS SYSTEM IS FOR GOODS, NOT NECESSARILY FOR SERVICES?
WE CAN ACTUALLY DO NOT ONLY -- WE CAN DO NOT ONLY WHAT WE CALL CONTRACT PURCHASING WHICH IS THE ONLINE RENEGOTIATED STUFF, WE CAN CREATE INDIVIDUAL PO'S,
[02:10:01]
CREATE PO'S FOR CONSTRUCTION AND THERE'S A CONTRACT MANAGER PART OF IT IN WHICH WE ARE WORKING WITH LEGAL ON THAT WE CAN ACTUALLY TRACK CONTRACTS ALL THE WAY THROUGH, A PROCUREMENT CONTRACT, ANOTHER CONTRACT THAT WE HAVE WITHIN OUR SYSTEM TO TRACK IT ALL THE WAY THROUGH .>> NOW THE PURCHASING OF GOODS IS DONE THROUGH THAT SATATE CONTRACTS AND THERE'S NOT A LOT OF PARTICIPATION IN THOSE, WHO DO WE DO?
>> WE LOOK AT THAT SPEND ANALYSIS WHICH IS NOT REALLY GOOD TO DO.
WE SE COMMODITY THAT DON'T BREAK DOWN THE DETAIL OF WHAT YOU ARE BUYING.
JAEJAR PRESCRIBES TO A NATIONAL COMMODITY CODE THAT HAS 150,000 TYPE CODES.
>> IT IS THE FEDERAL SYSTEM, YES.
>> IT WILL ALLOW US TO DO IS START TO ANALYZE WHERE WE ARE BUYING THOSE FROM, WHAT WE ARE BUYING.
AGAIN, I NEED BUYERS TO BE DOING THAT SPEND ANALYSIS OF WHERE WE SHOULD BE PUTTING OUR DOLLARS FORWARD TO TRY TO ACHIEVE THOSE DOLLARS THAT WE HAVE RATHER THAN -- YES, MA'AM, I THINK THAT WE'LL BE ABLE TO SEE SOME OF THOSE INCREASES.
>> SO THE SOURCING MODULE, THE RF [INAUDIBLE]
>> THE SECRET IS PUTTING MORE AND MORE ON A CONTRACT BASIS TO WHERE WE HAVE CATALOGS.
LIKE TODAY WE HAVE A STAPLES CATALOG AND OFTO OFFICE DEPOT O ALL THESE OTHERS -- THEY DON'T MAKE THEM JUST FOR US.
YOU CAN PUT ANYONE, EVEN A SMALL COMPANY INTO THE CATALOG AND THEY CAN TREAT IT JUST LIKE A STAPLES AT THAT POINT.
THAT'S SOMETHING THAT WE'VE BEEN MISSING WHEN WE TALKED ABOUT THIS FOR A COUPLE OF YEARS.
WE NEED SOMEONE OUT CONTACTS OUR LOCAL COMPANIES TO GET THEM ENGAGED SO THAT WE CAN THEN PUT THEM IN THE CATALOG AND ACCESS THAT INFORMATION.
>> SO HAT WE ARE -- I'M GOING TO GO THROUGH THIS FAIRLY FAST BUT I'M TRYING TO STAY ON THE TIME LIMIT.
IF WE HAVE A TOTAL SOLUTION OF WHERE YOU START WITH WHAT DO I NEED, I NEED A WIDGET TODAY YOU CAN EASILY FIND IT BY QUERYING THE SYSTEM, I NEED A WIDGET, IT WILL SAY WE HAVE THESE THREE, WHICH ONE DO YOU WANT.
WE'VE ALREADY GONE THROUGH THE WHOLE PROCESS. THEY ORDER THEM, IT'S APPROVED BY AN APPROVER, IT'S CHECKED BY THE BUDGET AND THEN THE VENDER GETS THE ORDER ELECTRONICALLY, THEY SHIP THE GOODS, WE RECEIVE AGAINST THE SYSTEM, USERS GOT WHAT THEY WANT, THE INVOICE IS SENT TO AP AUTOMATICALLY AS WE MOVE OUR VENDORS TOWARDS THIS SYSTEM, IT'S MATCHED, WE HAVE AN ORDER AGAINST IT, WE RECEIVED THE QUANTITY AND THE PRICE WE WANTED AND IT'S OKAY TO PAY THE INVOICE.
ONCE THIS FINISHES WE DO THIS.
WE DON'T HAVE TO WORRY ABOUT ALL THIS PAPER THAT WE ARE DOING.
THE AMOUNT OF PURCHASE ORDERS VARIES.
PEOPLE SAY IT COSTS $150, $400.
WE DID ALMOST 10,000 PURCHASE ORDERS LAST YEAR.
>> THAT DOES NOT INCLUDE AL THE -- INCLUDE ALL THE THINGS THAT WE CALL NON-PURCHASE ORDERS TOO.
WE ARE GOING TO PUSH ONE WAY PROCUREMENT AND THAT'S AN IMPORTANT THING TO ME AND ALSO RAFAEL THAT WE DO EVERYTHING THE SAME WAY AND NOT HAVE ALL THESE DIFFERENCES.
>> WILL THAT IMPACT THE NUMBER OF STAFF?
WHILE PUTTING THIS IN WE ARE HAVING THE STAFF WORK SMARTER RATHER THAN DOING DAY-TO-DAY TYPE STUFF OF PUSHING PAPER.
THERE'S A LOT OF THINGS THAT WHERE HE NEED TO BE DOING.
I'LL GIVE YOU AN EXAMPLE, NORMALLY WE SIT BACK AND WAIT.
BY DOING A SPEND ANALYSIS WE GO OUT AND SAY LAPTOP, HOW MANY DID WE BUY? ONE OF TIM'S FAVORITE HINGS IS 3 WE GET UP TO HOW MANY WE ARE GOING TO BUY WE DO A REVERSE AUCTION FOR UANTITY FOR A WHOLE YEAR AND THEN E PUT IT OUT ON THE MARKETPLACE AND LET PEOPLE BID AGAINST IT.
WE START WATCHING THE PRICES DROP.
WE COULD PROBABLY SAVE A MILLION DOLLARS.
[02:15:03]
>> AND THEY JUST COULD PULL THINGS TOGETHER ND SAY THIS IS WHAT I WANTED AND THIS IS WHAT I NEED TO DO. THERE IS A LOT OF IMPROVEMENTS.
WE DON'T HAVE THAT VIEW TODAY.
WE DON'T HAVE VENDOR RATING SYSTEMS. HOW ELL HAS THE VENDOR BEEN PERFORMING? IS IT A VENDER THAT WE ARE REALLY TRYING TO WORK WITH AND NEED TO TELL YOUR DELIVERS ARE NOT ANY GOOD AND THAT'S PART OF THE INFORMATION THAT'S NOT ONLY JUST PUTTING THOSE ON BUT DOING THE EVALUATION OF OUR VENDORS AND WHAT WE NEED TO DO.
>> LIKE YOU WERE SAYING A WHILE AGO, FIRST THING THAT COMES TO MY MIND SURELY WE CAN SAVE SOME MONEY.
HERE'S PART OF IT, WE ARE NOT OVER STAFFED IN THAT AREA.
I'M ALSO DOWN A DIRECTOR RIGHT NOW.
ONE OF THE ISSUES IS HOW THEY CONSUME THEIR TIME MORE EFFECTIVELY TO HELP SAVE MONEY.
YOU KNOW, IT MIGHT HAPPEN OVER TIME.
I'M JUST NOT READY TO KNOW THAT THAT'S -- I HAVE NOT SEEN THE SYSTEMS LIKE THIS AND ACTUALLY HAVE A HEAD COUNT.
WHAT YOU HAVE THOSE PEOPLE DOIPGS S SAYING YOU MORE -- DOING IS SAVING YOU MORE MUNCH
>> IT'S NOT LIKE FIND KME SOMETHING TO DO.
>> ONE OF THE THINGS WE HAVE ON THIS IS TO GIVE YOU AN IDEA, OVER THE LAST THREE YEARS WE HAD OVER 6600 VENDORS THAT WE PAID.
OUT OF THAT OVER 80% OF THEM THAN $10,000 PAYMENTS OVER A 3-YEAR PERIOD.
IT'S GOT TO BE ONE CHECK, MULTIPLE CHECKS.
THAT'S WHERE THE CONTRACT MANAGER WAS CATALOG SHOPPING THAT WE CAN PUT IN, DIFFERENT TYPES THAT WE HAVE AVAILABILITY THAT REALLY HELP.
VENDORS DO IT SOMETIMES BUT THERE'S SOME VENDORS WE HAVE TO WORK WITH PARTICULARLY THE ONES THAT HELP TO GET ON A CATALOG.
>> PRETTY MUCH EVERY GOVERNMENT ENTITY THAT I'M FAMILIAR WITH HAS SOMEONE ASSISTING BUSINESSES TO GET ON THEIR SYSTEMS.
>> THEY HAVE TO KEEP IT UP BECAUSE IT'S THEIR PRICING.
>> PLEASE KNOW THAT THERE'S MAINTENANCE PRODUCTS THAT YOU CAN BUY OVER THE TIME PERIOD.
>> THERE'S OTHERS THAT CAN BE DONE.
>> WE HAVE FOUND A NEW CATERING SERVICE.
>> ANYTHING ELSE? I DON'T WANT TO BOAR THE BOARD WITH THIS.
WE GET REALLY EXCITED ABOUT WHAT WE CAN DO WITH THIS.
THE ONE THING I DO WANT TO TALK ABOUT IS WE ARE -- THE CONTRACT MANAGER SPECIFICALLY WANTED TO GET WITH THIS BECAUSE WE DON'T HAVE -- ROB TALKED BOUT IT BEFORE.
WE DON'T HAVE A WAY TO TRACK OUR CONTRACTS AND UPDATE THEM BEFORE THEY ET SENT OUT.
THIS HAS AN ABILITY TO WATCH OUR CONTRACTS, DO THE THINGS WE NEED TO DO.
ONCE WE'VE APPROVED IT INTERNALLY WE CAN SEND IT TO THE OTHER PARTY TO SIGN.
THIS MEANS NOT JUST PURCHASING CONTRACTS, THIS COULD BE EDUCATIONAL AGREEMENTS, LOCAL, IT COULD BE ANY TYPE OF 13 TYPES OF CONTRACT PROCESSES.
>> WHAT ABOUT HR IN TERMS OF --
I HAVE THAT IN THE BACK OF MY MIND BUT THAT'S NOT REALLY THE -- IT'S INTENDED FOR SERVICES.
YOU KNOW WHAT, A CONTRACT FOR FACT YOU WILL -- FACULTY IS A SERVICE.
I HAVE NOT GIVEN UP ON THAT BUT I'M NOT WILLING TO COMMIT TO.
SO WE ARE GETTING PROBABLY A LITTLE BIT MORE THAN WHAT WE HAVE IN THE PAST BECAUSE WHEN WE SAW CONTRACT MANAGER WE SAW WHAT A SAVINGS IT WOULD BE AND THE ABILITY TO BE BE ABLE TO DO THINGS.
SO WE HAD PUT MONEY IN THE BUDGET BOOK WERE THIS YEAR TO BE ABLE TO BUY THE FIRST YEAR OF
[02:20:01]
THIS.HOWEVER, BECAUSE WE ADDED CONTRACT MANAGER IT'S OVER WHAT WE PUT IN THERE.
WE WANT TO COME BACK TO THE BOARD WITH A 5-YEAR COMMITMENT.
THIS WILL SIT ON TOP OF ANY ERP THAT WE BUY.
THAT'S WHY THESE PEOPLE ARE THE EXPERTS.
>> IT'S NOT SET UP IN A WAY THAT'S HARD TO GET IT INDEPINTEGRATED IN THE ERP?
>> WE SEE IF THEY HAVE THE AUTHORITY TO ORDER AT A CERTAIN LEVEL AND THEN IF WE HAVE FUNDING. THAT'S WHERE ERP AND THE FINANCING IS.
>> TOUCH ON THE ELECTRONIC SIGNATURES BECAUSE THAT WOULD BE NEW TOO.
ONE OF THE THINGS ROB HAD SPOKEN TO Y'ALL ABOUT WAS DEVELOPING OUR POLICY ON IS ELECTRONIC SIGNATURES AND IN BOTH CONTRACTS THAT'S -- YOU WOULDN'T BELIEVE HOW MANY CONTRACTS I SIGNED THROUGH DOCU SIGN WITH ELECTRONIC SICK -- SIGNATURES.
DOCTOR MAY, YOU'RE PROBABLY DOING THE SAY THING.
WE WOULD WORK WITH A COMPANY LIKE DOUCSIGN TO HAVE ELECTRONIC SIGNATURES ON THESE COPIES IN THE PROCUREMENT.
THEY ARE STREAMLINING THEIR APPROVAL FOR DOCUMENTS OR WHAT THEY THEY ARE APPROVING THROUGH THE PROCUREMENT PROCESS.
WE WILL MOVE INTO THE 21ST CENTURY WITH ELECTRONIC SIGNATURES ACROSS THE BOARD NOT ONLY IN PROCUREMENT BUT INTO CONTRACT MANAGEMENT.
>> I'VE GIVEN YOU COMPARE -- COMPARISONS ON THAT.
I'M REALLY JUST -- WE ARE HERE TO ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE.
I KNOW THAT WE ARE GOING TO BRING IT BACK.
IT'S $2 MILLION FOR A 5-YEAR PERIOD FOR THIS SYSTEM.
THE AVERAGE IS ABOUT 350 TO $360,000 A YEAR.
I SEE US BEING ABLE TO TRIPLE THAT JUST IN GOOD SAVINGS, NOT ALL THE OTHER BENEFITS.
>> I DIDN'T READ THIS WORD FOR WORD BUT WHAT I DID READ ON PAGE 13 I FOUND A TYPO.
>> I HAVE TO THROW DOWN TYPOS NOW.
>> ANYWAYS, THAT'S YOU WILL I THINK.
>> JUST TO BE SURE, THIS IS NOT ONLY FOR GOODS BUT IT WILL BE FOR ERVICES ALSO.
>> IT'S CONSTRUCTION PROJECTS.
IT'S TRACKING -- YOU KNOW, ONE OF THE THINGS WE LOOKED AT WAS HOW TO SEND THE ARCHITECT AND ENGINEER --
>> I WAS CURIOUS ABOUT THAT TOO.
>> WE CAN SET UP WITH THEM AND WORK WITH THEM. WE CAN HAVE THEM COME THROUGH A WHOLE LOT FASTER ECAUSE THEY ARE TIRED OF GOING THROUGH OUR ANNUAL SYSTEM.
WE COULD SEND IT TO THE ARCHITECT AND HAVE THEM SIGN AND THEY CAN SIGN ELECTRONICALLY AND SEND IT BACK TO US THE SAME DAY.
IT WILL TELL US WHO HAS GOT IT, WHO IS ON FIRST.
>> AS WE LOOK TO EXPAND THE DIVERSITY OF OUR VENDOR BASE HOW CAN THIS SYSTEM HELP US IDENTIFY LOCAL OR SPECIFIC TYPES OF CONTRACTORS?
>> I THINK THAT'S STILL -- I DON'T KNOW THAT THE SYSTEM HELPING US SO MUCH.
IT HELPS US ONCE WE IDENTIFY THOSE PEOPLE -- THOSE SUPPLIERS AS BEING ABLE TO BE ON OUR LIST AND WORKING WITH US.
>> ONE OF THE THINGS WE DISCOVERED, THERE'S PEOPLE WHO SHOULD BE QUALIFIED BUT HAVEN'T GONE THROUGH THE CERTIFICATION.
>> ONE OF THE ADVANTAGES THAT WE HAVE NOT SEEN, BECAUSE THERE ARE ACTION WIDE WITH SO MANY PEOPLE, THERE'S A LOT OF SUPPLIERS THAT WE MAY NOT KNOW ABOUT THAT ARE ALREADY IN THEIR SYSTEM.
WE CAN TAP INTO THOSE SUPPLIERS.
WE COULD QUERY HOW MANY OF THEM ARE BUSINESSES AND MAYBE THEY'RE
[02:25:03]
SUPPLYING SOME THINGS WE HAVE.I'M PRETTY MUCH A BUYER, I BUY IN MY OWN BACKYARD.
I LIKE TO START IN DALLAS AND WORK MY WAY OUT.
>> AND UTILIZE THAT DATABASE ALREADY IN THE SYSTEM.
>> WE CAN PUT OURS ON THERE AND PEOPLE CAN USE OUR DATABASE.
AND WE CAN USE OTHER PEOPLE'S CAT CATALOGS.
>> WE'LL NEGOTIATE OUR OWN PRICES BUT WE CAN DEFINITELY DO THAT.
>> IN YOUR OWN BACKYARD, THAT WOULD MAKE YOU A MOB BUYER.
>> HOW DO WE SET THE STRATEGIES WITH OTHERS WHEN WE USE OUR BUYING POWER TOGETHER.
CO-OPS MAKE THINGS EASY AND FAST. THEY ARE USUALLY PRETTY GOOD PRICES.
THAT $2 MILLION WAS BELOW THE CO-OP PRICE.
>> IF WE ARE BUYING SINGLE IT WORKS GREAT.
IF YOU ARE SOURCING ALL OF YOUR SUPPLIES, NOT THAT YOU HAVE TO TAKE THEM BUT YOU MAKE AN EQUIPMENT TO BUY X NUMBER OF WIDGETS A YEAR --
>> WE JUST NEED TO BE CAREFUL IF WE WERE TO COLLABORATE.
>> LET ME THANK YOU FOR DRAGGING JOHN AND THE REST OF US INTO THE 21ST CENTURY. THIS WAS AN INFORMATION ITEM ONLY TODAY.
WE ARE NOT GOING TO ASK YOU TO APPROVE ANYTHING. WE ARE GOING TO BRING SPECIFIC CONTRACTS BACK LATER.
>> AT ONE OF THE JUNE WORKSHOPS.
>> THE WORSE CASE IS WHERE WE STARTED YESTERDAY.
>> WE'VE GOT TWO ITEMS TONIGHT.
>> IF THERE'S ANY QUESTIONS --
[3B. Policy Item - First Reading: Amendment to CF (LOCAL) Delegation of Contractual Authority and Signatory Authority]
>> THERE'S ELECTRICAL TRAINING.
>> AND SIGNATURE AUTHORITY WHICH WE'VE DISCUSSED.
>> ROB AND I -- REALLY ROB HAS TAKEN SUGGESTIONS.
>> THE CF LOCAL IS JUST A PURCHASING ITEM, THE CONTRACTUAL AUTHORITY ITEM AND IT'S ON FOR FIRST READING.
NO ACTION AT THE BOARD ON IT EITHER.
WE PUT IT ON THE FINANCE AGENDA IF CASE YOU WANTED TO DISCUSS I IT.
WE TRIED TO CAPTURE ABOUT CONTRACTS AND PURCHASING THE AND THE SIGNATORY LEVEL AND HOW WE SHOULD APPROACH U.
THIS WAS AN ATTEMPT TO MEMORIALIZE WHAT WE THOUGHT WE HEARD FROM THE BOARD. WE ARE HAPPY TO HEAR YOUR COMMENTS ON IT OR I'D WELCOME THEM BETWEEN NOW AND AUGUST WHICH IS ONE IT'S ON FOR SECOND READING.
SO WE ARE AT YOUR DISPOSAL AS WELL.
>> SO ANYBODY HAVE ANY COMMENTS ON THIS POLICY? LET HIM KNOW AND WE'LL READ IT FOR THE FIRST TIME TONIGHT AND THEN BE APPROVED NEXT.
[2C. eProcurement Technology Solutions Preview Presenter: John Robertson (Part 2 of 2)]
>> THIS PROCUREMENT SOLUTION WHEN WE ARE TALKING ABOUT INTERNAL AUDIT A LOT TODAY EARLIER YOU CAN ONLY IMAGINE THE TIME INVESTMENT WHEN THEY DO AN AUDIT WHEN EVERYTHING IS MA MANHATTAN -- IS MANUAL AND PAPER BASED.
THE AUTOMATION OF THIS WILL HAVE A RESIDUAL IMPACT ALSO.
>> LIKE WE WERE TALKING WITH FACULTY LOAD EARLIER.
IT MAKES THE POLICY THE SAME FOR EVERYTHING, FOR ALL TYPES OF PURCHASES AND CONTRACTUAL TYPE THINGS.
SO WE CAN BUILD THE RULES WITHIN THE ELECTRONIC SYSTEM.
>> WE ARE WORKING DILIGENTLY TOWARDS TRYING TO GET TEMPLE -- TEMPLATES FOR S TO USE IN OUR CONTRACT.
IT WILL BE A DROP DOWN OF THE PERSONNEL.
I CAN PULL UP THE LANGUAGE AND PLUG IT IN.
>> WE NEED TO CHECK FOR COURSE
[02:30:01]
OF FUND.[4. Items for Review A. Finance Committee Notes for May 1, 2018]
VALLEY. WE JUST SOLD SOME.>> ONE LAST THING FOR THIS MEETING IF I MAY.
YOU KNOW, WE'VE GOT THE COMMITTEE NOTES, THE FINANCE COMMITTEE NOTES FOR MAY 1ST.
I'D LIKE THE ECORD FOR THIS MEETING TO REFLECT OF THE CHANGE OF THE NOTES FROM MAY.
SPECIFIC ON THE COMMITTEE, IT WAS MEETING PROJECTED BOND AND THE DISTRICT NEEDED TO HAVE A FINALIZED PROJECT BOND LIST BY 2019 SO SAY THAT WE ARE WORKING ON IT.
WE MADE NO DECISIONS AS A BOARD NOR ARE WE NECESSARILY WORKING TOWARDS DATA.
I JUST WANTED TO MAKE SURE THAT WE ARE ON THE RECORD DISCUSSIONS THAT NOTES DON'T REFLECT ANY DECISION.
>> YOUR COMMISSION WILL GO BACK AND REWORD THE SECTION OF THOSE NOTES TO SHOW THE TIME LINE THAT WE ARE WORKING ON, NOT A COMMITMENT.
>> WE'LL CHANGE THAT WORDING SO IT DOES NOT SOUND LIKE WE HAVE COMMITTED ANYTHING.
>> WE ARE GOING TO NEED TO GO INTO EXECUTIVE SESSION RIGHT AFTER 4:00.
HOWEVER, WE HAVE TIME NOW IF WE WANTED TO GO AHEAD AND HAVE A DISCUSSION.
>> PART OF THE FINANCE COMMITTEE.
[5. Executive Session (if required) A. Consultation with Attorney Regarding Legal Matters or Pending and/or Contemplated Litigation or Settlement Offers - Section 551.071 B. Personnel Matters Relating to Appointment, Employment, Evaluation, Assignments, Duties, Discipline, or Dismissal of Officers or Employees - Section 551.074 C. Deliberate Regarding Real Property Since Open Deliberation would have a Detrimental Effect Upon Negotiations with a Third Person - Section 551.072 D. Deliberate Regarding Security Devices or Security Audits- Sections 551.076 and 551.089]
>> IF WE COULD FINISH ON TIME I THINK WE JUST DID.
>> SO WE WILL RECESS THE FINANCE MEETING INTO EXECUTIVE SESSION AND COME BACK FOR THE --
>>
* This transcript was compiled from uncorrected Closed Captioning.