integral formation: from our personnel to our students · integral formation: from our personnel to...

Authored by:

From our personnel to our students

TECNOLÓGICO DE MONTERREY Authored by: Humberto Muñiz and Yedida López

Integral Formation:

m our personnel to our students

m our personnel to our students

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ation: From our Personnel to our Students | Enero 2009

Integral FormationIntegral FormationIntegral FormationIntegral Formation

Awards CategorAwards CategorAwards CategorAwards Categoryyyy: Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional

Executive SummaryExecutive SummaryExecutive SummaryExecutive Summary

The Tecnológico de Monterrey is a Mexican private educational institution that was founded in 1943. At

the present time it has campuses distributed throughout the country, and academic centers in Mexico and

other Latin American countries; it also has inter

Through its Virtual University it is present all over the world, by means of learning networks and advanced

information technologies.

The Students Affairs Training and Development Program (PCDAE, by its

with the mission of contributing in the people’s comprehensive formation who integrate the Student Affairs

Division (DAE: División de Asuntos Estudiantiles), through appropriate courses and activities conforming

their needs, with an approach of continuous improvement in order to be internationally competitive in their

knowledge field, and also, they get the commitment with the formation of the Tecnológico de Monterrey

During these 12 years it had trained more than 15

average per year to fifteen different areas. Throughout the years, the overall evaluation of the Program had

always been satisfactory, achieving a value of 1.38 in the overall service, where 1 is Completely S

and 5 is Complete Unsatisfactory.

Since this year, the courses has been designed and

implemented on competencies-

profiles, introducing the application of psychometric tests to

identify the level of performance of

our employees have in order to efficien

programs. In order to reach all our personnel at the different

Campuses, the courses are offered in three modalities: face

to-face, virtual or on-line. For virtual and on

PCDAE has a strongly cooperation with the Virtual

University of the Tecnológico de Monterrey.

The professionalization is strategic for us, thus in Mexico we do not have professional studies in the area.

PCDAE offer different options and econBachelor Degree by Universidad Tec Milenio, a university created by Tecnológico de Monterrey, or a

Master degree in Management of Educational Institutions with a Student Affairs accentuation byUniversity.

Integral FormationIntegral FormationIntegral FormationIntegral Formation: From our Personnel to our Students: From our Personnel to our Students: From our Personnel to our Students: From our Personnel to our Students

: Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional Development and relatedDevelopment and relatedDevelopment and relatedDevelopment and related



other Latin American countries; it also has international offices in North America, Europe, and Asia.


The Students Affairs Training and Development Program (PCDAE, by its Spanish initials) emerged in 1996



ds, with an approach of continuous improvement in order to be internationally competitive in their


During these 12 years it had trained more than 15 thousand employees. PCDAE offers 30 courses per


always been satisfactory, achieving a value of 1.38 in the overall service, where 1 is Completely S

and 5 is Complete Unsatisfactory.

Since this year, the courses has been designed and

-based to accomplish job

profiles, introducing the application of psychometric tests to

identify the level of performance of the competencies that

our employees have in order to efficiently focus our training

In order to reach all our personnel at the different

Campuses, the courses are offered in three modalities: face-

line. For virtual and on-line courses,

PCDAE has a strongly cooperation with the Virtual

University of the Tecnológico de Monterrey.


PCDAE offer different options and economic supports for them to get a Education or Human Development Bachelor Degree by Universidad Tec Milenio, a university created by Tecnológico de Monterrey, or a

Master degree in Management of Educational Institutions with a Student Affairs accentuation by

: From our Personnel to our Students: From our Personnel to our Students: From our Personnel to our Students: From our Personnel to our Students

: Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional : Administrative, Assessment, Information Technology, Fundraising, Professional



national offices in North America, Europe, and Asia.


Spanish initials) emerged in 1996



ds, with an approach of continuous improvement in order to be internationally competitive in their


thousand employees. PCDAE offers 30 courses per


always been satisfactory, achieving a value of 1.38 in the overall service, where 1 is Completely Satisfactory


omic supports for them to get a Education or Human Development Bachelor Degree by Universidad Tec Milenio, a university created by Tecnológico de Monterrey, or a

Master degree in Management of Educational Institutions with a Student Affairs accentuation by Virtual

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Program DescriptionProgram DescriptionProgram DescriptionProgram Description

The Training and Development Program for Student Affairs (PCDAE: Programa de Capacitación y

Desarrollo para Asuntos Estudiantiles) emerged in 1996 with the mission of contributing in the people’s

comprehensive formation who integrate the Student Affairs Division (DAE: División de Asuntos

Estudiantiles), through appropriate courses and activities conforming their needs, with an approach of

continuous improvement in order to be internationally competitive in their knowledge field, and also, they

get the commitment with the formation of the Tecnológico de Monterrey students and their co-workers.

The educational model of the program is focused on the SA person, and it is not only limited to the

development of general skills, but also to the specialized training which has, as a result, professionals who

are prepared, updated and convinced that their work is the best place where they could be, as well as an

opportunity to grow and make other people grow with benefits in our society as seen in appendix 1.

This model emphasizes the importance of the integral formation in the area, seeing to 1,876 associates who

belong to 33 different campuses in our country. This personnel provides services related to the Student’s

Life to 79,514 students from the Tecnológico de Monterrey System. The courses are grouped in two major

aspects: institutional training and specific training. Into the institutional training, we have basic and essential

courses due to the incorporation of new admission personnel to the Student Affairs Board, among these

courses, the most important ones are “How to promote the ethics through Student Affairs”, and the

“Certificate in Educational Consultancy and Guidance”. The latter, particularly, allows the personnel to

know the importance of their role as training people, as well as to evaluate their values scale and their

emotion’s relationship with the way of teaching classes. With this certificate, besides updating about the

characteristics of the current students and identifying the students’ possible risk behaviors, the students’

retention is being supported.

In order to reach all our personnel at the different Campuses, the courses are offered in three modalities:

face-to-face, virtual or on-line; and it’s given by field experts who, at the same time, can be part of the

institution staff.

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The PCDAE is strongly linked to the institutional mission which its purpose is: “form people with integrity,

ethical standards and a humanistic outlook, who are internationally competitive in their professional field

and, who, at the same time are good citizens committed to the economic, political, social and cultural

development of their community and to the sustainable use of natural resources.” To achieve this,

Tecnológico de Monterrey declared 21 remarkable competencies in its personnel, in which, there are eight

institutional competencies which are found in all the profiles of Tech employees’ positions, and there are six

functional competencies which vary according to the position. To ensure the fulfillment in the position

profiles in the Student Affairs areas, we’ve been supported in the Human Resources Office to make

diagnosis based on psychometric tests with the purpose of identify the development level in the

competences stated in the position profiles of our associates. When the diagnosis has been made, a feedback

is provided with basis on each person’s profile having as an objective that each associate can design a

personal development plan based on the competencies of wider spectrum.In order to get this, the

Performance Evaluation becomes a fundamental activity, because one of the four elements which comprises

it, includes the personal development. The profile of the Students’ Affairs Director is adjacent. (See

Appendix 2)

The optimum use of our resources is achieved, mostly,

through the usage of the technology, to which we have a

strong link with the Virtual University of Tecnológico de

Monterrey (UV: Universidad Virtual). The on-line courses

are created by the UV using the E-learning platform

Docent, which allows the courses to be self-directed and

everywhere. At the moment, there are 21 courses in this

platform which help to develop six different competencies

in our associates as it’s shown in the appendix 3, and we’ll

be increasing the courses. It’s important to mention that

this has been possible due to the financial support

negotiated with the Academic Vice-Presidency, entity

which has absorbed the expenses related to these courses.

In the same way, we’re supported by the Virtual University to provide satellite courses with real time

transmission to all the campuses, so in this way, we get to achieve a bigger number of participants in each

course.Another important tecnological element of the PCDAE is the use of the E-learning platform

Blackboard as a support of the satellite and attended courses, using it as a means of distribution of the

additional readings, evaluation of knowledge and of interaction with instructors and other participants

though the chat and the discussion forums.

“form people with integrity, ethical

standards and a humanistic outlook,

who are internationally competitive in their professional field and, who,

at the same time are good citizens committed to the economic,

political, social and cultural development of their community and to the sustainable use of natural resources”

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Because our prime input are people, we look

forward to get an integral formation of our

personnel, working hand to hand with the staff to

reach the goal: form good citizens.

In relation to the Program sustainability, it can be mentioned that it consists of four basic strategies:

optimum usage of the technology, net of voluntary instructors, economical contribution by each campus

and strategical link with other academic and administrative areas of the Institution.

The PCDAE is original and unique in Mexico, because our country does not have specialized studies to the

Student Affairs area; due to this, an important objective of the program is to have professional practice in

the area providing the employees the basis to a better performance on their job. To fulfill the previous

statement and achieve the professional status of our personnel, 70% scholarships are given to study a

bachelor degree in Education or Human Development at Tec Milenio

University, institution sponsored by the Tecnológico de

Monterrey. The cost of this grant can be increased with the

support of the Student Affairs Offices at the campuses to

a 90% or 100%. Aditionally, it has been designed,

in coordination with the Graduates School of Education, a

postgraduate program in Management of Educational

Institutions with accentuation in Student Affairs,

which it will be offered through the Virtual University of

the Tecnológico de Monterrey without any cost to our personnel.

This postgraduate program will be the first of its kind in Mexico and it will

allow us to specialize our personnel with topics related to the counseling, assesment, and retention as it’s

shown in the appendix 4. In addition to this, we’ll get that our personnel can make evident the students’

learning producing knowledge to the area that will be useful to improve our services.

One of the biggest challenges of the PCDAE is the specialized training to the twelve main areas belonging to

SA. Annually, there are two National Conferences as well as Innovation Workshops specific to each area; in

the “Student’s Life Conference” are integrated the areas of Arts and Culture, Physical Education, Students

Groups and Residences; by the other hand, in the “Conference to the Strengthening in Healthy

Environments” are integrated the areas of the Parents Relationship Program, Prevention, Advise and

Counseling, Medical Services, Tutoring and Disciplinary Affairs. In these spaces, the best practices from the

campuses are shared and the training about each specialty is obtained with international and national

experts.

Because our prime input are people, we look forward to get

an integral formation of our personnel, working hand to hand with the staff to reach the goal: form good citizens.

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PPPProgram Assesment Datarogram Assesment Datarogram Assesment Datarogram Assesment Data

APPENDIX 1

TRAINING AND DEVELOPMENT PROCESS

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APPENDIX 2

JOB PROFILE FOR THE STUDENTS AFFAIRS DIRECTOR

I. Identification of the Position

Title of the position Student Affairs Director

Person to whom he/she reports Campus Director

Positions who report to him/her Sports, Cultural Programs, Student Organizations

and areas which report directly.

Director/Division to which he/she reports Campus Director

Job code (to be filled out by Human Resources)

II. Goal of the Position

To provide strategic management and leadership in the area of student affairs in order to achieve the mission of the Institute through

planning, development, follow-up, and evaluation of co-curricular programs and projects, ensuring their educational quality and the

overall development of students.

III. Expected Results and Activities

% Time Expected Result Activities

15% Strategic Planning Formulate the document which establishes the division’s

strategic guidelines.

Ensure that each area develops its own strategic planning

document aligned with the division’s strategic document.

Define the indicators that ensure compliance with the

strategic plan.

Formulate the activity schedule for the area.

Formulate the budget that provides viability to the

programs and projects defined in the planning process, in

accordance with the possibilities of the campus.

Define and propose the division’s required investments.

Define programs and projects annually.

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25% Follow-up of strategic planning,

personnel, and resources assigned

to the Office

Hold periodic meetings with those responsible for each area.

Monitor the progress of goals and indicators.

Implement new strategies which contribute to the achievement

of the goals and indicators that are not complying with the

original strategies.

Provide opportune feedback to maintain focus on the goals and

objectives, as well as to recognize successes and areas where

improvement is needed.

10% Evaluation Provide final feedback on the achievement of goals, objectives,

and planning indicators

Define challenges, opportunities and abandonment of

programs, projects, positions, and personnel

Establish recognitions for achievements.

30% Management Leadership Be present at the activities of the different areas of the division

Ensure an organizational climate which contributes to

personal, professional, and institutional growth

Provide opportunities for personnel training and development

Coordinate personnel recruitment and selection

Establish ongoing programs for evaluating the performance of

personnel and vice-versa

Development and/or participation in projects of collaboration

with other areas

Develop projects related to academic areas

Develop and present institutional impact initiatives

10% Comply with and promote

compliance with the Bylaws and

Regulations of the Institute

Promote knowledge, diffusion, and compliance with the

current bylaws and regulations of the different areas in

coordination with the directors of those areas.

Ensure compliance with the General Regulations for Students

Ensure the procedure for disciplinary committees, in

accordance with the General Regulations for Students

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Promote knowledge of the General Regulations for Students

among students and campus personnel

10% Unscheduled activities Attention to emergencies, whether physical (accidents) or

emotional

Attention to parents

Activities related to promotion

External representation of the Institute

Attention to personnel of all levels

Attention to students

Attention to external people

IV. Level of Mastery Required for the Position

Competencies Impor tance

Order Level of Mastery

Description of Behaviors

Adaptability to change 2 4 Is alert to changes in context and modifies goals or

projects, according to the new needs of the organization.

Adapts with versatility to different contexts, situations,

settings, and people. Promotes changes according to new

situation’s requirements.

Quality of Work 2 5 Structures the organization on the basis of efficient teams

oriented toward the continuous improvement of

procedures and services. Monitors and advises teams on their professional updating and development. Anticipates

the needs of the market, clients and the organization.

Learning Ability 3 4 Seeks training in anything related to the work area. Is

always alert to the environment and is open to changes that can contribute to his/her performance and that of

the work area. Values the work environment and listens

to his/her colleagues.

Commitment 1 2 4 Assumes as his/her own the goals of the organization,

totally identifying with them. Is proud to be part of the

organization and acts accordingly. Fulfills his/her

professional and personal commitments.

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Congruence 2 4 His/her decisions and actions are based on moral values.

Relates to people with humility, sincerity, and

naturalness at all levels and communicates his/her ideas

appropriately. Is fair in distributing resources, including

when it comes to developing clients and suppliers.

Integrity 1 1 4 Admits errors and acts accordingly. Expresses thoughts

and feelings clearly and openly. Follows rules according

to ethical criteria. Accepts ethical opinions from

subordinates.

Productivity 3 4 Approaches tasks with high demands and rigor, offering

high standards of quality. Is objective and realistic in

evaluating his/her own work. Gladly accepts tasks that

offer a challenge, and is flexible and creative in

approaching them.

Teamwork 1 4 5 Encourages and promotes teamwork in the whole

organization. Expresses personal satisfaction for the

success of others. Prioritizes long-term organizational goals over his/her own short-term goals or those of the

group. Is an example of good team management

Planning and Organizing

Ability

2 4 Is methodical, systematic and organized, and acts

accordingly. Takes time to plan each of the tasks and

projects he or she is responsible for, and establishes a plan

of action and a follow-up plan. Is capable of participating

simultaneously in different projects.

Communication 2 4 Listens to others, putting him/herself in their place in

order to understand what they are thinking and feeling.

Communicates messages and ideas clearly at all levels.

Transmits his/her goals to collaborators, as well as the

results expected from them in their work. Makes

effective oral and written presentations.

Personal Development 1 5 4 Facilitates learning, explaining how and why things are

done. Detects and distributes updated pertinent

information. Shares knowledge with his/her superiors,

colleagues and collaborators, and even with suppliers and

clients.

Empowerment 3 4 Sets performance goals, assigning the corresponding

personal responsibilities. Encourages his/her people to

work toward improving their abilities and talents. Has a solid understanding of the fundamental role of the team

in relation to the achievement of the organization’s goals.

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Leadership 1 3 5 Orients the actions of his/her groups in the necessary

direction. Inspires with his/her own example. Establishes

goals and transmits them clearly. Exudes energy and

perseverance, inspiring collaborators to carry out their

tasks with a high level of energy. Is trustworthy and

inspires loyalty.

Strategic Thinking 3 4 Understands changes in the environment and the

opportunities provided by the market. Detects new

opportunities and creates strategic alliances. Generates and maintains strategic relationships which facilitate long-

term planning and the solution of possible problems.

V. Knowledge Required for the Position

Knowledge Level of Mastery Importance

The nature and operation of the different

areas under his/her responsibility 4 1

Organizational abilities 4 2

Techniques for effective communication (coaching

abilities).

4 2

Theories of human development, student

development and organizational behavior. 3 2

A high level of commitment to quality in the service to

students

5 1

Negotiation and conflict-management skills 4 2

The ability to work under pressure 4 1

The ability to improvise in situations of crisis 4 2

Oral and written communication skills 4 2

Knowledge of the educational model of the Institute,

as well as its bylaws, policies, and positions

5 1

VI. Other Requirements

Education Master’s Degree (preferably in education or human development).

Foreign Languages English: 90% reading, 70% writing, 90% conversation

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Experience Participation in activities of Tecnológico de Monterrey.

Teaching experience at Tecnológico de Monterrey or elsewhere.

Ability to use SAP

Levels of Importance of Knowledge and Skills

1. Indispensable

2. Very important

3. Important

Levels of Mastery, seen as the ability to generate credibility in others.

1. His/her knowledge of the subject is scarce and mediocre. Does not generate confidence or credibility in other areas of the

organization, nor in clients (internal or external). Does not directly solve problems related to the subject. Shows little interest in the satisfaction of internal and external clients. Does not refer problems to someone with greater specialization in the subject. On

repeated occasions commits serious errors which worsen the problem.

2. Has the required knowledge to carry out the task. Investigates and adopts new practices or methods only when asked to do so

or when it is indispensable for the solution of a specific problem. Receives updated material and information provided by the organization and applies it in the situations that require it. Consults experts when his/her own knowledge is insufficient to

complete an assigned task.

3. Has the required knowledge. Increases his/her knowledge and skills in order to be prepared for future demands. Solves

problems related to the subject. Implements new techniques and obtains results which have a positive impact in the area. Applies this knowledge to solve any problems, in order to meet the needs of clients.

4. Is an expert in the subject and is up-to-date in everything related to it. Enjoys the confidence and credibility of the other areas

of the organization and clients. Possesses the knowledge and skills to solve problems related to the subject. Tries to satisfy the expectations of clients (internal and/or external).

5. Is highly knowledgeable in the subject and is trained to apply this knowledge to the solution of problems affecting the

Institution in general. Keeps up on the latest developments in the area. Due to his/her success in solving previous problems,

inspires great confidence and credibility both in internal and external clients. Solves complex problems related to the subject. Is often consulted for decision-making which affects the organization in general, due to his/her understanding and knowledge of the

area and the repercussions on the Institution. Carries out actions to satisfy internal and external clients

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APPENDIX 3

ON LINE COURSES LIST (Docent E-Learning Platform)

Competencie / Curse Name Hours Level

Teamwork

1. Crafting Effectives Work Teams 6 2

2. High Performance Work Teams: Self domain as success key factor 2 3

3. High Performance Work Teams: Encourage involvement 2 4

4. High Performance Work Teams: Managing collective intelligence 4 4

Customer-Oriented

1. How to identify a customer 4 2

2. Customer Services and its characteristics 3 2

3. Understanding our customer expectations 2 3

4. Human Quality in Customer Service 4 2

5. Avoiding the 10th Customer Service mistakes 5 3

Ethics

1. Autodriven Abilities for responsibility 10 2

Strategic Thinking

Strategic Thinking as Competitive Advantage 2 3

Methods to create value in the organization 2 4

Strategic analysis Tools 4 4

Implementing Organization Strategy 5 5

Planning and Organizing Ability

Indicadores de actuación: su impacto en el logro de los objetivos 2 3

Hoshin Kanri: respuesta eficaz al cumplimiento de objetivos 2 4

Methods to create value in the organization 2 5

Strategic Thinking as Competitive Advantage 2 6

Work Culture

Managing the agenda 8 3

Effective Professional Characteristics 3 4

Execution Indicator: its impact achieving the goals 2 5

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APPENDIX 4

Master Degree Program

Master in Educational Institution AdministrationMaster in Educational Institution AdministrationMaster in Educational Institution AdministrationMaster in Educational Institution Administration

Student Affairs AccentuationStudent Affairs AccentuationStudent Affairs AccentuationStudent Affairs Accentuation

Quality Development Course

Technology and Innovation in Education

Education Basic Courses

Philosophy and Education Sciences in Educational Practice

Foundations of Educational Research

Obligatory Courses by Accentuation (Choose 3 course)

Introduction to Student Affairs

Student Development Theories

Advise and Counseling: Practice and Theory

Elective Courses

Intellectual and Social Capital Development

College Student Retention: Theory, Research and Practice

Planning in Higher Education

Research Courses

Project I

Project II

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CONTACT INFORMATION:

Humberto Muniz ([email protected])

Yedida López ([email protected])

Tecnológico de Monterrey

www.itesm.mx

(52) 81-8328-4452

integral formation: from our personnel to our students · integral formation: from our personnel to...

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