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Section II: Organization and Administration
Section II-3: Administrative Policies and Procedures
This section describes college administrative decision-making processes including the three interrelated processes of planning, budgeting, and performance review. Each Department and Program Head is responsible for completing the unit's Institutional Effectiveness Plan and update, conducting performance reviews and evaluations of faculty and staff, and preparing budget requests for presentation at annual Planning Briefings the President holds each spring.
The budget provides the financial resources necessary to implement the unit's Institutional Effectiveness Plan, and the faculty and staff provide the skills and competencies required to accomplish the objectives. The college’s mission, goals, and strategic initiatives set the overall priorities; and the unit objectives, which are related to the college’s goals, drive the budget planning process at the department level. During the planning period of the Performance Review and Evaluation (PR & E) process, supervisors and employees develop individual objectives, some of which may relate directly to implementing the unit's institutional effectiveness objectives. More challenging objectives may mean that faculty and staff need to acquire new skills and competencies, and professional development plans outline strategies for gaining those skills and competencies.
Through linking these three processes, units set realistic, measurable objectives and plan for the financial and human resources necessary to achieve their institutional effectiveness objectives. Additional details on these administrative decision-making processes appear in this section of the Employee Handbook.
The college receives funds from the following four primary sources:
the N.C. General Assembly as allocated by the State Board of Community
Colleges; the Durham County Board of Commissioners; the federal government;
and through the collection of institutional fees. The college operates
on a cash accounting basis. The fiscal year is July 1 to June 30.
Institutions are funded in part on the basis of total annualized curriculum, occupational extension, and basic skills “FTEs.” The N.C. Administrative Code defines a Full-Time Equivalent student (FTE) as a measure of a unit of instruction. Sixteen student membership (“contact”) hours per week for 16 weeks or 256 student membership hours for each semester (fall and spring) enrolled constitute one FTE. This means 512 student membership hours (256 x 2) constitute an annual FTE for curriculum instruction and 688 student membership hours constitute an annual FTE for occupational extension (or “continuing education”) and basic skills instruction. This second figure is derived by adding a summer term of 11 weeks to 2 typical semesters of 16 weeks (fall and spring).
Policies are general statements of principles enacted by the college's
Board of Trustees or enacted by the State Board of Community Colleges
and endorsed by the college's Board of Trustees. Policy statements are
guidelines for thought and action enabling the college to carry out
its mission and purpose.
After a policy is adopted, it is published and disseminated to all employees. Policies relating to faculty and staff are published in the Employee Handbook, which is available on the college’s intranet website, and policies relating to students are published in the Catalog and Student Handbook, which is available on the college’s internet website, in a printed publication, and on a CD, and are also published in the Student Handbook and Events Calendar which is printed and distributed to current students.
The biennial Institutional Effectiveness Plan (IEP) integrates planning at the department and program levels with the college’s overall strategic plan. In addition, the IEP connects college-wide planning activities with the budgeting and resource reallocation process.
First implemented in 1986, the two-year planning cycle is reflected in a detailed Institutional Effectiveness Plan that guides institutional activities. The process begins with a review of the mission and goals by the President’s Council, composed of senior administrators. This body, with initial input from the Executive Council, Leadership Council, and college employees, is responsible for reviewing the mission, goals, and the Vision for a Learning College; adopting a set of planning assumptions; and establishing college priorities. The President establishes strategic initiatives for the college and prepares a planning outline that includes the college's updated mission and goals as well as instructions for completing the two-year unit plans using the Online Planning System. The President sends this document, along with any special instructions for developing the divisional plans, to Executive Council members for distributing to employees in their departments and programs. Plans are then prepared at the unit, department, and division levels to address the college's mission, goals, and strategic initiatives.
Each unit plan begins with the unit purpose, a description of the unit planning process, an analysis of external trends and events impacting the unit, needs of the unit’s customers, and the unit’s projected growth.
Unit heads prepare mid-cycle and end-of-cycle reports assessing the accomplishment of objectives. The Institutional Effectiveness Plan, prepared by the college's planning office, contains these reports as well as a description of the planning and evaluation process, educational needs of the service area, mission and goals, vision statement, planning assumptions, accomplishments, and use of results from the previous plan. The IEP also includes specialized plans for Technology, Distance Education, and Diversity with action items drawn from the integrated planning system. Each Program, Department, and Division Head uses the planning outlines, planning assumptions, budget request forms, and evaluations of the previous plan to prepare a new biennial action plan.
Division, Department, and Program Heads identify the critical needs for supporting the action plans including personnel, staff training, equipment, facilities and renovations, and other support. The annual budget requests, which are linked to the objectives and critical needs identified in the planning process, are described in the “Budget and Finances” section of this Employee Handbook.
An effective performance appraisal process is a necessary component in the pursuit of institutional goals. All full-time and continuing part-time employees participate in the Performance Review and Evaluation process. The process currently in place includes the following:
Each Supervisor is responsible for setting clear objectives for the planning period, scheduling meetings with his/her staff to conduct the evaluations, and documenting performance for the planning period. Both the employee and his/her immediate Supervisor sign the evaluations during the initial, mid-year, and final reviews. The Performance Review and Evaluation form is used in this process. Employees should contact their immediate supervisor(s) for more information on the Performance Review and Evaluation process.
Durham Technical Community College