integral formation: from our personnel to our students · integral formation: from our personnel to...
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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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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
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 international offices in North America, Europe, and Asia.
Through its Virtual University it is present all over the world, by means of learning networks and advanced
The Students Affairs Training and Development Program (PCDAE, by its Spanish initials) 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
ds, 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 thousand employees. PCDAE offers 30 courses per
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
-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.
The professionalization is strategic for us, thus in Mexico we do not have professional studies in the area.
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
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
national offices in North America, Europe, and Asia.
Through its Virtual University it is present all over the world, by means of learning networks and advanced
Spanish initials) 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
ds, 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
thousand employees. PCDAE offers 30 courses per
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 Satisfactory
The professionalization is strategic for us, thus in Mexico we do not have professional studies in the area.
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