Two-year community colleges are commissioned to close the assessment-outcome loop, which includes the research site for this study. This action research study, which utilized quantitative and qualitative data sets, was designed to close the assessments, learning outcomes and the professional development budget proposal process gap. The developed intervention was incorporated into the college's existing data warehouse system. This permitted the 15 study participants of faculty members and mid-level administrators the ability to engage the intervention without learning an entire new system for data analysis and reporting. Because the participants had a familiarity with the data warehouse, it generated an acceptance toward the change process (Welsh & Metcalf, 2003). The transformation that occurred at the post-secondary institution was guided by the Chaos theory. Eoyang (2009) argued that small disturbances generate widespread change. At the research site, the intervention was small relative to the entire data warehouse system but it produced a systemic change with the creation of a systematic method for developing professional development budget proposals. The overall consensus of the participants was that the intervention assisted in generating an equitable process for allocating professional development funds among the academic divisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]