TSPR Alamo Community College District

Chapter 8
ADMINISTRATIVE AND INSTRUCTIONAL TECHNOLOGY

This chapter reviews the administrative and instructional technology functions of the Alamo Community College District (ACCD) in the following sections:

A. Organization and Staffing

B. Technology Planning

C. Network Infrastructure

D. Instructional Technology

E. Staff Development

E. STAFF DEVELOPMENT

The next generation of technology professionals likely will integrate a wider variety of learned skills and experiences, enabling them to more readily adapt as situations evolve. This will put a premium on technology professionals who are able to embrace new challenges and skill sets. Technology integrators will focus more on connecting specific technologies to work together to share data and facilitate meeting specific business needs. Future skills sets include:

intense business knowledge;
team communication instincts;
Internet knowledge and wisdom;
distributed team management;
project management knowledge and wisdom;
a sense of urgency as related to Web speed;
multi-platform knowledge;
multilingual knowledge;
quality focus; and
the ability to manage massive change and measurement.

The information technology industry is moving toward adopting a new core set of technologies. At the head of this list is the ".NET" framework that is being rapidly adopted in higher education. According to the annual survey, Campus Computing 2002, the skills listed above are highly targeted by the IT groups of community colleges and four-year institutions. The survey has been conducted annually since 1994. Texas colleges participating in the survey include North Harris County Community College and Palo Alto College, among others. The most recent Campus Computing Survey included participation from 632 two- and four-year public and private colleges and universities across the United States. Virtually all of the technology staff that participated in the survey shared enthusiasm for wanting to learn more and to remain abreast of technological advances. In addition, a majority of IT staff interviewed at ACCD want to receive training in the new .NET framework for computing. The .NET framework is a set of software technologies designed to connect information, people, systems and devices in an easy-to-learn and use format.

FINDING

ACCD has developed a distance-learning infrastructure that eliminates the need for manual intervention to initiate video conference calls. The telecommunications manager is responsible for designing the distance-learning infrastructure and leading its implementation. The video-conferencing network serves high schools outside of San Antonio including Lytle High School, which connects through the ACCD video hub. Other high schools connect through Tilden ISD and Fall City High School. All have direct connections to ACCD's video-conferencing network. Palo Alto College provides the subject matter content to the high schools. By comparison, according to the telecommunications manager for the district, Region 13 has three video schedulers, UT Health Science Center has four and Region 20 has four, with actual salaries ranging from $35,000 to $40,000 per position.

The arrangement between the high schools and ACCD provides dual credit classes and continuing education classes at night. ACCD's network infrastructure has designed the system so that students or faculty members can make the connections when it is convenient without using video schedulers to initiate a videoconference. In contrast, Region 13, Region 30, UT Health Science Center in San Antonio, UT Austin and Texas A&M all use video schedulers whose primary responsibility is to make video-conference connections. ACCD does not require the use of video schedulers because the infrastructure is designed to be self-service for participants.

ACCD's process eliminates the need for video scheduler positions to contact the parties who participate in a video conference call. If there is a need to conduct a video conference call, the initiator of the call uses the video conferencing equipment to make the call, the receiving party answers and the video conference call begins. To start a video conference call, Region 13 and some of the large universities must use a video scheduler who has to be onsite in the video hub area to enter the information manually from the two parties.

Any system that is connected to the ACCD network can connect with older technology units. The caller types in the 10-digit destination phone number and is connected without any notification to the call recipient.

This distance-learning infrastructure serves all of the campuses across the district. The system is designed to be easy-to-use and cost effective. The system does this by assigning both public phone numbers and Internet protocol (IP) addresses to each connecting location within the ACCD network. Using this approach, ACCD incurred a one-time cost of $40,000 for a Madge 60 processing unit plus $100-per-month for leased lines through Southwestern Bell Companies. This method gives ACCD a seven-digit phone number and IP address which is analogous to video-on-demand for ACCD students and faculty members.
COMMENDATION

The district has implemented an entirely automated and easy-to-use video conferencing system that eliminates the need for salaried video-conference schedulers and callers to initiate calls.

FINDING

IT groups at the colleges and district IS do not provide consistent and regularly scheduled training and professional development opportunities for IT and IS staff. Both college and district technology staff said that they would like more opportunities to have ongoing training with advanced technology. IT specialists also communicated that there is no consistent approach to developing the technical and professional skills of IT staff. According to all of the programmers at San Antonio College, their software program skills are self taught by reading books and periodicals and conducting independent research online. Exhibit 8-22 reveals some of the concerns and expectations the IT staff have about training and development at their respective campuses.

Exhibit 8-22
Technology Staff Training and Development Expectations
2002-03

College Location Training and Development Issues

St. Philip's College

"Don't see a career path and ultimately have to move on. No advancement in this area; even with a degree, there is no future."
"Seems like "district" keeps people down and keeps you down and out".
"Would like to get more into programming, specifically using Visual Basic and Microsoft .NET."
"Want to stay current with latest versions of Microsoft packages."

Palo Alto College

"Would like to go to school for Microsoft Certified Solution Developer (MCSD) training."
"Internet and talking to people in the same field is primary sources of information and talking to people in the same field. Talk a lot with Sales People."
"Would like to see more training and software technology on how it's being used in the classrooms. More specific technical training (e.g. IT security)."

Northwest Vista College

"MS Outlook training in permissions, rules and shared calendars; how to use MicroGrade application to do rosters and exam grading; training on all software the group supports; training in HP, which all the technicians need.""
"On-the-job training is the dominant way of learning; need basic training in all aspects of the network; as an administrator, you need to be a "technology generalist."
"Would like to see more training for help desk staff and LAN administrators."

San Antonio College

"Don't have training and development plans with our boss. Want to do more web Web-based applications. Active Server Pages (ASP) is difficult to work with; faster if done in Visual Basic and not ASP."
"Difficult to move to something new if what has been working continues to work; costs money to make change."
"Some of us do not have livable wages for the jobs we perform; there is no mechanism in place to get raises; job descriptions are not updated; there is no evaluation given because people might get favorable review and thus have to get a raise; therefore, no evaluation is given because the district does not have the money."
"Most of the software training in general is self-taught."
"Difficult to know what you're supposed to know; district offers certification training through New Horizons, but campus technical security is compromised as a result; integrity of network is not as secure and is in a reactionary role rather than a preventive role."

District IS Group

"We lack the training in preparing for the future; Microsoft .NET framework is important, open architectures and systems; learning while doing is critical; the group is so overwhelmed with end-users demanding more capabilities."
"We should have more opportunities for ongoing training for field technicians in the latest technologies; we keep up with changing technologies on our own time; no consistent framework or approach to help develop skills."
"We lack the training in preparing for the future; Microsoft .NET framework is important, open architectures and systems; learning while doing is critical; the group is so overwhelmed with end-users demanding more capabilities."
"We should have more opportunities for ongoing training for field technicians in the latest technologies; we keep up with changing technologies on our own time; no consistent framework or approach to help develop skills."
"Need external training on Windows XP."
"Would like more on Web software-anything to do with the web Web; Flash, ASP, how to integrate applications; Learn more about making Web sites easier to manage."
"More software and hardware issues in the new operating systems; never had training in XP, yet the staff is supporting."
"More training in databases and design; using ASP, because this is technology that faculty members need to gather information to use in their Web sites."
"Training class for specific job responsibilities in handling the phone bill; we are not trained properly and do not receive any feedback and uncertain about whether or not we are doing the job right; it would also be helpful if we took a tour of all of the campuses, since we answer questions about them."

Source: ACCD, IT Department staff.

According to interviews, district IT professionals do not receive systematic training across the colleges. There is no IT staff development plan, tools or guidance to assist IT professionals to attain professional growth as technology evolves. According to interviewees, district-sponsored training has only been conducted at Northwest Vista College. The remaining colleges did not cite specific instances where individual skills development is taking place.

Some technology departments accelerate learning and development of IT staff using online skills assessments to identify core competencies and skills improvement areas as well as performance strengths. In March 2003, one of the leading information technology companies started offering free online skills assessments targeting experienced IT professionals with a no cost method for evaluating readiness and identifying competencies. Technology advisory firms stress human resources development, including use of online resources as a priority for information technology managers.
Recommendation 96:

Implement a skills development training plan with timelines to assess and upgrade the skills of Information Technology staff relevant to their essential job duties and the district's technology needs.

IT managers can work collaboratively with IT staff by creating individual development plans that match experience, skills and performance of IT staff. In addition, there are a variety of online tools, ranging from no-cost services up to services that cost approximately $200 per person per year. Since many districts are experiencing budgetary crunches, however, it may be advisable for IT-IS to use one of the free online services, instead of a service with a cost.

IMPLEMENTATION STRATEGIES AND TIMELINE

1. The college IT directors and district IS staff identify quality no cost online skills management tools and other developmental opportunities for all IT staff and develop a schedule for online staff assessment. August - September 2003

2. IT staff register for and begin online skills assessments as directed by IT-IS directors and supervisors. October - November 2003 and Ongoing

3. The college IT directors and supervisors develop written action plans for individual staff, with human resource input for subject matter expertise on employee development for IT professionals. November - December 2003 and Ongoing

4. IT and IS supervisors and directors evaluate staff performance incorporating training plan objectives and measuring performance outcomes. January - March 2004 and Ongoing

FISCAL IMPACT

This recommendation can be implemented with existing resources.

FINDING

ACCD's IT departments do not consistently use project management principles and processes for planning and implementing new technologies. Project management typically provides staffing allocations, the duration of tasks and the level of effort expended versus planned, to enable a district to deliver high-quality, on-time and on-budget projects. According to interviews with ACCD IT managers and staff, project management techniques and tools are not in widespread use in the district. For example, the project plan for the data warehouse project is a two-page document that describes the status, objectives and strategic directives. According to industry research, data warehouse project management includes project plans, scope agreements, resources, schedules, change control, risk management, communication, project management tools and methodology and usually exceeds two pages of text. For the ACCD IT-IS projects that are in progress, the review team received only one comprehensive documented project plan that includes the key elements described in this finding. In an attempt to close the knowledge gap in project management, Northwest Vista College is implementing project management training in MS Project within their campus IT Department.

The review team identified 15 positions from the four colleges and district IS that are responsible for managing technology projects.

District IS Group

Client Services Manager
Application Analyst Programmer II
Application Systems Manager
Systems Programming Manager
Senior Systems Analyst/Programmer

Palo Alto College IT Department

Director of Information and Communications Technology
Coordinator of Campus Technology
LAN Administrator/Engineer

Northwest Vista College IT Department

Director
Director Learning Technologies Center
Senior Applications Analyst/Programmer

San Antonio College IT Department

Coordinator of Technology Center
LAN Administrator/Engineer

St. Philip's College IT Department

Director Instructional Technologies
Technology Support Manager

Some government agencies and institutions of higher education manage cross functional and districtwide projects by applying rigorous project management methodology for their technology projects. The standard for IT groups is the Project Management Body of Knowledge, known as PMBOK. PMBOK represents a comprehensive body of information project managers and technology professionals use to manage projects consistently. The Project Management Institute (PMI) offers extensive training programs that lead to professional certifications in project management and is the developer of the PMBOK framework.

Exhibit 8-23 shows the methodology used by organizations that implement technically complex and cross-functional projects.

Exhibit 8-23
Project Management Framework
Source: Project Management Institute (PMI), PMBOK Guide, 2001.
Recommendation 97:

Require and obtain project management training throughout the Information Technology departments that leads to certification as a Certified Associate in Project Management for 15 managers.

By providing project management training to technology managers assigned to manage projects, the district will ensure deliverables and accountability for all of its technology projects. Training that leads to a certificate in project management provides these skills. The Certified Associate in Project Management (CAPM) targets practitioners who provide project management services but are relatively new to project management.
IMPLEMENTATION STRATEGIES AND TIMELINE

1. The college IT directors, district IS and the chancellor identify and list all technology projects and assess business value, risk and return on investment performance. September 2003

2. The college IT directors, district IS director and the college presidents identify critical projects where project management is required for success. October 2003

3. The college IT directors, district IS, the college presidents and the chancellor identify 15 candidates to receive project management training. November 2003

4. Prospective candidates complete formal project management training in the tools and methods in preparation for the examination for certification. January 2004

5. Prospective candidates begin studying for certified associate in project management (CAPM) examination in preparation for the examination for certification. February 2004

6. The college IT directors, district IS and the chancellor evaluate project performance based on deliverables, risk mitigation, on-time and under budget performance. June 2004

FISCAL IMPACT

The initial cost to the district is based on multiple assumptions. By obtaining CAPM status as a non-member, the cost is $300 per person and is valid for five years. The total cost to the district is $4,500 ($300 X 15 IT-IS staff) to gain certification with the CAPM designation. In addition, if the designated staff participates in formal project management training, a 60-hour online class costs $1,500 per participant, for a total cost of $22,500 ($1,500 x 15 IT - IS staff) to the district. Therefore, the total cost to the district for formal training and certification is $27,000 ($4,500 + $22,500).

Recommendation 2003-04 2004-05 2005-06 2006-07 2007-08

Require and obtain project management training throughout the Information Technology departments that leads to certification as a Certified Associate in Project Management for 15 managers. ($27,000) $0 $0 $0 $0

College Location	Training and Development Issues
St. Philip's College	"Don't see a career path and ultimately have to move on. No advancement in this area; even with a degree, there is no future." "Seems like "district" keeps people down and keeps you down and out". "Would like to get more into programming, specifically using Visual Basic and Microsoft .NET." "Want to stay current with latest versions of Microsoft packages."
Palo Alto College	"Would like to go to school for Microsoft Certified Solution Developer (MCSD) training." "Internet and talking to people in the same field is primary sources of information and talking to people in the same field. Talk a lot with Sales People." "Would like to see more training and software technology on how it's being used in the classrooms. More specific technical training (e.g. IT security)."
Northwest Vista College	"MS Outlook training in permissions, rules and shared calendars; how to use MicroGrade application to do rosters and exam grading; training on all software the group supports; training in HP, which all the technicians need."" "On-the-job training is the dominant way of learning; need basic training in all aspects of the network; as an administrator, you need to be a "technology generalist." "Would like to see more training for help desk staff and LAN administrators."
San Antonio College	"Don't have training and development plans with our boss. Want to do more web Web-based applications. Active Server Pages (ASP) is difficult to work with; faster if done in Visual Basic and not ASP." "Difficult to move to something new if what has been working continues to work; costs money to make change." "Some of us do not have livable wages for the jobs we perform; there is no mechanism in place to get raises; job descriptions are not updated; there is no evaluation given because people might get favorable review and thus have to get a raise; therefore, no evaluation is given because the district does not have the money." "Most of the software training in general is self-taught." "Difficult to know what you're supposed to know; district offers certification training through New Horizons, but campus technical security is compromised as a result; integrity of network is not as secure and is in a reactionary role rather than a preventive role."
District IS Group	"We lack the training in preparing for the future; Microsoft .NET framework is important, open architectures and systems; learning while doing is critical; the group is so overwhelmed with end-users demanding more capabilities." "We should have more opportunities for ongoing training for field technicians in the latest technologies; we keep up with changing technologies on our own time; no consistent framework or approach to help develop skills." "We lack the training in preparing for the future; Microsoft .NET framework is important, open architectures and systems; learning while doing is critical; the group is so overwhelmed with end-users demanding more capabilities." "We should have more opportunities for ongoing training for field technicians in the latest technologies; we keep up with changing technologies on our own time; no consistent framework or approach to help develop skills." "Need external training on Windows XP." "Would like more on Web software-anything to do with the web Web; Flash, ASP, how to integrate applications; Learn more about making Web sites easier to manage." "More software and hardware issues in the new operating systems; never had training in XP, yet the staff is supporting." "More training in databases and design; using ASP, because this is technology that faculty members need to gather information to use in their Web sites." "Training class for specific job responsibilities in handling the phone bill; we are not trained properly and do not receive any feedback and uncertain about whether or not we are doing the job right; it would also be helpful if we took a tour of all of the campuses, since we answer questions about them."

1.	The college IT directors and district IS staff identify quality no cost online skills management tools and other developmental opportunities for all IT staff and develop a schedule for online staff assessment.	August - September 2003
2.	IT staff register for and begin online skills assessments as directed by IT-IS directors and supervisors.	October - November 2003 and Ongoing
3.	The college IT directors and supervisors develop written action plans for individual staff, with human resource input for subject matter expertise on employee development for IT professionals.	November - December 2003 and Ongoing
4.	IT and IS supervisors and directors evaluate staff performance incorporating training plan objectives and measuring performance outcomes.	January - March 2004 and Ongoing

1.	The college IT directors, district IS and the chancellor identify and list all technology projects and assess business value, risk and return on investment performance.	September 2003
2.	The college IT directors, district IS director and the college presidents identify critical projects where project management is required for success.	October 2003
3.	The college IT directors, district IS, the college presidents and the chancellor identify 15 candidates to receive project management training.	November 2003
4.	Prospective candidates complete formal project management training in the tools and methods in preparation for the examination for certification.	January 2004
5.	Prospective candidates begin studying for certified associate in project management (CAPM) examination in preparation for the examination for certification.	February 2004
6.	The college IT directors, district IS and the chancellor evaluate project performance based on deliverables, risk mitigation, on-time and under budget performance.	June 2004