STANDARD SEVEN

Faculty and Staff

 

The institution has sufficient qualified full-time and part-time faculty and staff to support its educational programs and services wherever offered and by whatever means delivered. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse ethnic, social, and economic backgrounds by making positive efforts to foster such diversity.

 

  1. Qualifications and Selection
  2.  

    A.1 The institution has sufficient faculty and staff who are qualified by appropriate education, training, and experience to support its programs and services.

     

    DESCRIPTIVE SUMMARY

     

    Irvine Valley College is serving approximately 11,000 students (7.1) and employs, as of December 1997, ten administrators and eight classified leaders, 93 full-time and 237 adjunct faculty, and 157 full-time and part-time classified employees (7.2).

     

    IVC is committed to hiring the most qualified administrators, faculty and classified staff available. Education, experience, qualifications, and other requirements are included in all job announcements, which are coordinated through the district Human Resources Offices. All job descriptions meet the guidelines and hiring policies of the district and all candidates must meet the minimum stated qualifications of the job announcement (7.3).

     

    Administrative Positions:

     

    Administrative/Classified Leadership job announcements (7.3) seek to meet the requirements of the position as well as extend the search to include a diverse population of applicants. Applications undergo a stringent evaluation process (7.4, page 13) and qualified applicants are selected to participate in a large governance group interview process (7.4, pages 12-14). Before and during the interview, the applicant's experience and abilities are assessed predicated upon criteria included in the job announcement. Final candidates are selected for a second level interview with the president's executive administrative team. The selected candidate's names are forwarded to the college president, then the chancellor and, ultimately, to the Board Of Trustees for approval (7.4, pages 15-16).

     

    Employment procedures for executive positions (chancellor, vice chancellor, president, vice president) (7.5) include a governance group interview process (pages 1-2), interviews (page 4) and second level interviews, if appropriate, (page 5). Selected candidates are forwarded to the college president or district administrator with the chancellor interviewing the finalist(s) separately or in conjunction with the Board of Trustees. The Board of Trustees gives final approval (7.5, page 5).

     

    Faculty Positions:

     

    The Academic Senate and the Instructional Council have jointly developed a faculty-staffing plan. This plan is directly linked and to a large extent dependent upon certain provisions of the district-wide allocation model, which credits each college with a number of full-time and part-time faculty appointments relative to the size of the respective student populations and the approved student/faculty ratios at each institution. Assignment of these positions to specific schools and departments is determined by a set of ranked recommendations developed by the Academic Senate and negotiated with the college president. The Academic Senate recommendations are based on existing full-time/part-time staffing ratios. The academic department furthest away from the college standard is assigned the top-ranked position and the process is repeated until each department achieves minimum staffing standards.

     

    All faculty positions must meet very stringent degree and equivalency requirements as determined by the Academic Senate, Assembly Bill 1725, (7.6) and statewide minimum qualifications as published in 1994 by the Chancellor's Office of the California Community Colleges (7.7). Part-time faculty must also meet minimum qualifications and a qualified pool of adjunct candidates is maintained in the district Human Resources Office or in the respective schools.

     

    Classified Positions:

     

    The college has formed a classified staff hiring committee, chaired by the vice president of business services, that has developed a procedure for identifying and prioritizing classified staffing needs (7.8). This procedure allocates positions, based on ratios, to the Offices of Instruction, Student Services, Business Services and the President. The classified employee hiring committee meets annually at the beginning of each spring semester to develop a prioritized list of existing and new classified employee staffing needs. The prioritized list (7.9) is submitted to the college president by the vice presidents after consultation with their respective councils and constituencies. Vacant positions are filled as funding permits.

     

    SELF-EVALUATION

     

    The Institutional Effectiveness Survey (7.10) was distributed to approximately 525 IVC faculty and staff members. On these, 176 actually completed the survey, including 11 administrators; 67 full-time and 47 part-time faculty; 32 full-time and nine part-time classified, and 10 participants who did not indicate their staff affiliation but whose responses were included in the survey results.

     

    Administrative Positions:

     

    Senior administrators review administrative positions as they become vacant to determine reorganization or replacement as institutional needs dictate. This process has served the college well: of 150 individuals responding to Item 102 of the Institutional Effectiveness Survey (7.10, Section Three, page 36), 69% agree that IVC maintains "a sufficient number of administrators to provide effective instructional and support services".

     

    Faculty Positions:

     

    The college has grown in numbers from 9,700 students and 73 full-time faculty in 1992, to approximately 11,000 students and 104 full-time faculty in 1998, which represents a 42% increase (7.11). Part-time faculty increased from 119 in 1992 to 240 in 1998, which represents an approximate 100% increase (7.11). Of the 145 respondents to Item 83 of the Institutional Effectiveness Survey (7.10, Section Three, page 30), 59.6% believe that the current number of full-time faculty is not appropriate to meet the goals of students. However, 57.8% of the 147 respondents to Item 100 (7.10, Section Three, page 35) believe that IVC maintains a "sufficient number of faculty members to provide effective instructional services". The Academic Senate has submitted to the Board of Trustees a faculty priority hiring list with 14 positions, 10 of which are new positions, 1 is a retirement replacement, and 3 are positions currently vacant (7.12). Approximately 60% of the 127 respondents to Item 85 (7.10, Section Three, page 30) do not agree that the process used to "prioritize new hires for full-time academic vacancies is clear and appropriate".

     

    Classified Positions:

     

    Although the college has grown in number of students and faculty, the classified numbers have not grown at the same rate. The full-time classified staff was 83 in 1992 and has grown to 104 in 1998, representing a 25% increase (7.11). Part-time classified staff rose from 34 in 1992 to 42 in 1998, which is a 23% increase (7.11). The Institutional Effectiveness Survey, Item 84, shows 73% of the 161 respondents disagreeing with the statement that "the current number of classified support staff is appropriate to meet the operational and educational goals of my school" (7.10, Section Three, page 30). Moreover, 76.5% do not agree that "IVC maintains a sufficient number of classified staff members to provide effective support services (7.10, Item 101, Section Three, page 36). A hiring freeze which resulted from the Orange County bankruptcy delayed the filling of vacant positions and postponed the filling of new positions identified on the classified priority hiring list (7.9). The classified priority list is a viable document, but its usefulness is questionable when new positions are created outside the process, such as the recent series of staff reclassifications in Technology. With the District Technology Initiative, which began in 1996, existing classified personnel were relocated and re-classed to meet current technology needs, effectively bypassing the established priority list. Bypassing the established list negatively impacts the effectiveness of classified employment from the standpoint of morale and workload. Of those responding to the Institutional Effectiveness Survey, Item 87, 119 (68.9%) think that the process used to prioritize new hires for classified staff vacancies is not clear and appropriate (7.10, Section Three, page 31). It would be to the advantage of the college to utilize the priority hiring process that is supported by the shared governance groups. The college president has expressed his support for adhering to the classified staff priority list developed by the shared governance groups for future hiring.

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    A.2 Criteria, qualifications, and procedures for selecting all personnel are clearly stated, public, directly related to institutional objectives, and accurately reflect job responsibilities.

     

    DESCRIPTIVE SUMMARY

     

    Job descriptions for all full-time positions are developed with the input of the departments and schools and adhere to institutional objectives. They have a standard format and are available to all interested individuals (7.3). Job vacancies are advertised locally as well as nationally through newspapers, journals, the Internet (www.socccd.cc.ca.us/ district/hr/jobs/3jobs.htm), local cable TV, the district job hotline and the Chronicle of Higher Education, as appropriate. Job announcements are posted on various employee notice boards and distributed to all individuals, departments, and agencies in the distribution list maintained by the district Office of Human Resources (7.13). To ensure a broad base of pool applications, announcements are also mailed to locations not contained in the standard distribution list to target specific applicant pools or underrepresented groups. The formation of all hiring committees is articulated by the Saddleback Community College District (now the South Orange County Community College District) Employment Procedures Manual (7.4) for associate (part-time) faculty (page 11), classified leadership (page 12) and classified staff (page 17). The Full-Time Academic Employees Hiring Policy (7.14, page 7) and the Employment Procedures for Executive Positions Manual (7.5, pages 1-2) cover procedures for these two categories of employees. These manuals contain all procedures for the hiring process in accordance with state law and institutional objectives.

     

    In accordance with institutional objectives, an affirmative action officer is a member of each hiring committee (7.4, pages 8, 10, 16, 20). Prior to the approval of the official position announcement, the affirmative action officer establishes a goal using data from the State Chancellor's office (as per the district affirmative action plan) for race, ethnic and gender diversity for the position (7.15, pages 48-49).

     

    SELF-EVALUATION

    IVC job announcements clearly state all minimum qualifications, required experience, desirable qualifications, criteria, and procedures for the application/selection process (7.3). Information regarding duties, responsibilities, and conditions of employment are also disclosed in the job announcements. Each job announcement is reviewed by the Office of Human Resources to ensure that its content is appropriate and conforms to all existing board policies.

     

    For hiring full-time faculty and classified staff, the selection criteria are determined by a hiring committee formed by the school/department having the vacancy. The composition of the hiring committee is outlined in the district's hiring policies. Prior to the selection process, the hiring committee attends an orientation meeting reviewing hiring policies, affirmative action, and equal opportunity employment practices. Standardized screening evaluation reports and interview rating sheets are used to evaluate all selected individuals (7.16). This is to ensure that only criteria listed in the job announcements are being considered and the process is consistent with the district's hiring policies.

     

    The hiring process for part-time faculty is less formal than that used for full-time faculty but still meets minimum standards established by the college. The school dean works with the full-time faculty to recruit and select candidates for part-time openings.

     

    The district has a hiring policy regarding administrators (7.4), but the board reserves the right to amend any hiring policies when appropriate. A separate procedure applies to the executive positions of chancellor, vice chancellors, presidents and vice presidents (7.5).

     

    While the majority of respondents to the Institutional Effectiveness Survey agree that the hiring procedures used by IVC encourage the selection of the best qualified full-time faculty (57% of 144 responses), adjunct faculty (66.4% of 134 responses) and classified staff (64.2% of 134 responses), only 29.7% of the respondents agree that the hiring procedures encourage the selection of the best qualified administrators (7.10, items 95 through 98, Section Three, pages 34-35). Additionally, only 47.3% of the 131 responses and 31.1% of the 119 responses agree that the processes used for the replacement of full-time academic and classified staff vacancies, respectively, are "clear and appropriate" (7.10, Items 86 and 87, Section Three, page 31).

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    A.3 Criteria for selecting faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution.

     

    DESCRIPTIVE SUMMARY

     

    Hiring the most qualified candidate available for each teaching position has always been the goal at IVC. An effort is made to specify on the job announcement the knowledge, skills and abilities expected of the individual selected to fill the position (7.3). Besides the state minimum qualifications, some of the positions recently opened at IVC have desirable qualifications like instructional technology capabilities and experience in the development of specialized areas of the curriculum.

     

    The hiring of full-time faculty follows the guidelines of the Full-Time Academic Employees Hiring Policy (Doc. 7.14). Hiring committees for full-time faculty generally require documentation of the following: relevant teaching experience; references validating that experience; and a teaching demonstration during the interview. During the first level interview with the hiring committee and the second level with the president and vice presidents, questions are asked to explore not only the candidate's knowledge of the subject matter, but also the candidate's potential contribution to the mission of the college (7.16).

     

    The hiring of adjunct faculty follows the guidelines provided by the SCCD Employment Hiring Procedures (7.4, pages 11-17). The interview committee establishes the appropriate questions as well as the teaching demonstration requirements. The committee considers the qualifications and position requirements in establishing the criteria from which the questions are developed.

     

    SELF-EVALUATION

     

    The composition of the hiring committee for each position ensures that applicants are assessed by subject-matter experts as well as by other staff members with broader concerns about the contribution to the mission of the institution. The use of standard screening forms provided by the Office of Human Resources ensures the interview process is as objective as possible (7.4, pages 21-34).

     

    The college has been successful in hiring faculty who are knowledgeable of the subject matter, effective teachers and supportive of the institution's goals. Institutional Effectiveness Survey results show that of the 128 respondents, 56.3% agree that teaching effectiveness is the principal criterion used in the selection of faculty (7.10, Item 99,Section Three, page 35).

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    A. 4 Degrees held by faculty and administrators are listed in the institution's primary catalog. All U.S. degrees are from institutions accredited by recognized accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalency has been established.

     

    DESCRIPTIVE SUMMARY

     

    Information regarding the degrees held by faculty and administrators and the names of the institutions that awarded the degrees can be found in the college catalog (7.17, pages 271-284). The degrees are verified and must have been earned from an accredited institution. Standard references include the Higher Education Directory, the Accredited Institutions of Post-Secondary Education, and the Directory of Post-Secondary Institutions. The review and acceptability of international degrees is determined by the district's Human Resources Office.

     

    SELF-EVALUATION

     

    The list of degrees held by faculty and administrators, as printed in the college catalog, is verified and current at the time of publication. Faculty members and administrators have sufficient education to meet the minimum qualifications for their positions.

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

  3. Evaluation
  4.  

    B.1 The evaluation of each category of staff is systematic and conducted at stated intervals. The follow-up evaluation is formal and timely.

     

    DESCRIPTIVE SUMMARY

     

    IVC has an evaluation process in place for administrators, faculty, and classified employees. The Administrative/Classified Leadership Handbook (7.18, page 26) outlines the procedures governing administrative and classified leadership evaluation. The evaluation of faculty is part of the Academic Employee Master Agreement (7.19, Article XII). Procedures for the evaluation of classified staff are published in the CSEA Contract (7.20, pages 9-10).

     

    Administrators:

     

    In accordance with the Administrative/Classified Leadership Handbook, "Administrative and classified leadership employees shall be evaluated semi-annually during the first two years of administrative assignments, annually during the third and fourth years;" (7.18, page 26). Evaluation is done by the immediate supervisor and, after appropriate discussion with the employee, forwarded to the appropriate president or vice chancellor and then to the chancellor.

     

    Faculty:

     

    Tenured faculty are evaluated once every three years (7.19, page 26). Part-time faculty are evaluated within the first year of employment and once every four semesters thereafter (7.19, page 26). Evaluation is conducted by school deans and occurs through a class visit and a follow-up conference. The completed evaluation form used to reflect the outcome of the class visit is discussed at this follow-up conference and is then reviewed by the vice president of instruction and the college president as the chancellor's designee (7.19, pages 54-55).

     

    The current faculty labor contract, effective July 1, 1998, continues the option of peer review for the evaluation of faculty hired after June 30, 1990 (7.19).

     

    Classified Staff:

     

    Following probation, classified employees are evaluated annually by their immediate supervisor (7.20, page 9). At IVC, this process is coordinated by College Operations which ensures timely completion of evaluations and provides the appropriate forms. The completed evaluation form is discussed by the employee and the supervisor; the employee may attach any comments or a clarifying statement to the form. The evaluation is then reviewed by the appropriate administrator, returned to College Operations, subsequently reviewed by the president, and then forwarded to the district Human Resources Office.

     

    SELF-EVALUATION

     

    Administrators:

     

    At IVC, the supervising administrator conducts administrative evaluations in compliance with the agreed upon schedule. Historically, all administrative evaluations are reviewed by the college president.

     

     

    Faculty:

     

    Faculty evaluation procedures are a contractual item. The district adheres to the provisions of the California Education Code, Section 87663 (7.21) regarding those special districts in which faculty evaluation procedures are collectively bargained. Evaluation requirements are being met as the school deans systematically conduct faculty evaluations at stated intervals.

     

    Classified Staff:

     

    The evaluation process for classified employees is not clearly defined in the collective bargaining agreement. There are no definitive guidelines stated regarding who evaluates an employee's performance. Evaluations are done on a yearly basis for classified employees beyond their probationary period of employment as directed by past practice. The evaluation of classified is systematic and conducted at stated intervals (7.20).

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    B.2 Evaluation processes seek to assess effectiveness and encourage improvement.

     

    DESCRIPTIVE SUMMARY

     

    Evaluations are the method used to confirm that individuals hired to perform are indeed meeting the expectations under which they were hired. A formal evaluation system is in place for administrators, faculty, and classified staff.

     

    Administrators/Classified Leadership: Administrative and classified leadership employees are evaluated by the methods outlined in the "Administrative/Classified Leadership Handbook, 1994-95 (7.18, page 26). The purpose of administrative/classified leadership evaluations is to improve performance. The evaluation is considered to be strictly confidential.

     

    Faculty: The method, timeline, process and purpose for faculty evaluations is described in the Academic Employee Master Agreement (7.19, Article XII, Appendix A). The evaluation document addresses the following categories: academic achievement; attitude to students, teaching, college, and community; knowledge of the subject matter; planning and organization; and teaching techniques. The evaluator has the opportunity to note areas that need improvement as well as comment on positive achievements.

     

    Classified: The classified employee evaluation method is outlined in the 1991-94 CSEA Contract (the 1991-94 contract was extended through 1996) (7.20). The purpose of an evaluation for classified staff is to evaluate performance and encourage increased job knowledge, quality and quantity of work and successful interaction with other employees, students and the general public.

     

    SELF-EVALUATION

     

    Administrators/Classified Leadership: The Administrative/Classified Leadership evaluation process was developed within the last two years. Of the 74 responses to Item 117 of the Institutional Effectiveness Survey, 59.5% did not agree that the process for evaluating employee performance is fair and effective for administrators (7.10, Section Three, page 41). The district is considering an evaluation instrument modeled upon a performance-based system used to evaluate district and college administrators (7.22). A committee of district administrators is developing this evaluation instrument. This low percentage suggests that evaluators need to be educated on the purpose and implementation of the evaluation.

     

    Faculty: Of those responding to Items 114 and 115, respectively, on the Institutional Effectiveness Survey, 94 (53.2%) and 107 (58.9%) agreed that the process for evaluating full-time faculty and adjunct faculty, respectively, is fair and effective (7.10, Section Three, page 40).

     

    Classified: Of those responding to Item 116 of the Institutional Effectiveness Survey, 96 (59.4%) agree that the process for evaluating employee performance is fair and effective for the classified staff (7.10, Section Three, page 41).

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    B.3 Criteria for evaluation of faculty include teaching effectiveness, scholarship or other activities appropriate to the area of expertise, and participation in institutional service or other institutional responsibilities.

     

    DESCRIPTIVE SUMMARY

     

    The goal of the faculty evaluation process is to assess effectiveness and encourage improvement. Evaluation procedures for faculty are contained in the Academic Employee Master Agreement (7.19, pages 26-28).

     

     

    SELF-EVALUATION

     

    IVC faculty and administration continue to share a high commitment to teaching excellence. Formalizing and implementing that commitment has been ensured by consistently implementing evaluation procedures. Support and review of the evaluation processes currently in place will ensure that they continue to improve as evaluations are carried out in a timely manner.

     

    The criteria utilized for the evaluation of faculty (7.23) assess not only knowledge of the subject taught, but also instructor attitude towards the subject, students, the college and the community. The evaluation provides for administrator comment on commendable techniques and qualities and takes into account instructor attendance and record keeping.

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

  5. Staff Development
  6.  

    C.1 The institution provides appropriate opportunities to all categories of staff for continued professional development, consistent with the institutional mission.

     

    DESCRIPTIVE SUMMARY

     

    IVC is committed to a comprehensive staff development/flex program focusing on staff, student, and instructional improvement consistent with the institutional mission. Parameters regarding staff development are contained within the IVC Staff Development Guidelines and Regulations 1997-98 (7.24). Various ways of encouraging professional development include in-service activities, funds for attending conferences and seminars and on-campus technology workshops. The academic calendar committee determines the number of necessary flex days per academic year (7.25). Flex activities are scheduled to provide faulty and staff the opportunity to participate in activities that promote student learning and enhance the working environment. A flex activity is an activity designated as student, staff or instructional improvement (in-lieu-of instruction) for which the college is being reimbursed by the state. A flex day is a designated day out of the instructional calendar to conduct flex activities. The flex activity schedule and other information concerning staff development is made available on the IVC web page (URL: www.ivc.edu) and flyers are distributed to the faculty and staff (7.26). Flex activities are planned throughout the year to meet the varied needs.

     

    IVC has a staff development/flex officer who, in conjunction with an Advisory Committee and the Vice President of Instruction, oversees staff development and flex functions and coordinates activities geared towards the needs of the college community.

     

    SELF-EVALUATION

     

    All staff development/flex planning and activities are consistent with the IVC Staff Development Guidelines and Regulations 1997-98 (7.24).

     

    The college emphasizes professional development consistent with the institutional mission. Besides a variety of flex activities offered during flex week, numerous on-campus workshops that offer software as well as hardware training are also offered at convenient times throughout the academic year. Examples of these activities and workshops are: tour of the Orange County Marine Institute; visit to the Getty Museum; and workshops on how to use Netscape e-mail, Windows 98, Excel, Power Point and Word (7.27). The workshops have been well received and have succeeded in raising the level of computer literacy on campus. Also, funds are available for faculty and staff to attend conferences, seminars, and workshops offered off-campus (7.24, pages 3-4). For the most part, respondents to the Institutional Effectiveness Survey agreed that information regarding availability and methods of applying for staff development monies is readily available to full-time faculty (70%), full-time classified (64%) and administrators (79%) (7.10, Items 103, 105 and 107, Section Three, pages 36-38). Availability for adjunct faculty (47%) and part-time classified (49%) was not perceived as favorably. An average of 66.3% of the respondents agreed that the staff development funds are applied fairly and consistently for administrators, faculty, and staff (7.10, Items 108, 109, 110, Section Three, pages 38-39).

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

     

    C.2 Planning and evaluation of staff development programs include the participation of staff who participate in, or are affected by, the programs.

     

    DESCRIPTIVE SUMMARY

     

    The Staff Development Organizational Chart for IVC (7.24, page 1) illustrates the participation of staff in the development of programs.

     

    The Advisory Committee is made up of members from the administration, faculty, classified leadership, and classified staff. This committee has three major tasks: approve the staff development/flex activities for each academic year; determine the allocation of staff development funds to the other committees; and review the staff development allocation model (7.24, page 3).

     

    The Academic Affairs Committee (faculty), the Classified Senate Staff Development Committee (classified staff), the Administrative Staff Development Committee (administrators) and the Classified Management Council (classified leadership) represent the different categories of staff (7.24, page 2). Each of these committees supports the staff development needs of their constituent members and determines how to spend their portion of the budget within the guidelines established by the state, the college, and the Advisory Committee.

     

    The Staff Development/Flex Officer is a faculty member who coordinates staff development/flex activities for all the segments of the campus: administration, faculty, classified leadership, and classified staff. In conjunction with the Advisory Committee, the Staff Development/Flex Officer coordinates the overall planning, implementation, and evaluation of the Staff Development/Flex Program at IVC (7.24, pages 2-3). The Staff Development/Flex Officer reports directly to the college's president.

     

    SELF-EVALUATION

     

    The information relevant to Staff Development/Flex activities is available at the college's Web site as well as in the Staff Development Guidelines and Regulations 1997-98 document (7.24).

     

    An average of 82.5% of those responding to the Institutional Effectiveness Survey agreed that active participation by administrators, faculty and classified staff is encouraged on committees and staff development projects. (7.10, Items 111, 112, 113, Section Three, pages 39-40). The schedule of upcoming activities is distributed in a timely fashion to all the staff members.

     

    Faculty and staff have many opportunities throughout the year to fulfill their flex obligation, which is the number of hours per year that must be dedicated to staff development activities. For a faculty member, the flex obligation depends on the number of LHE taught. The Flex Obligation Table can be found in the Staff Development Guidelines and Regulations 1997-98 booklet (7.24, page 8). Workshops are offered on campus and updated information about off campus activities is available. At the end of most workshops, participants are asked to complete evaluation forms (7.28), and ideas for future activities are solicited. It would be desirable to encourage more participation of adjunct faculty in staff development activities.

     

    PLANNING AGENDA

     

    No changes are recommended at this time.

  7. General Personnel Provisions

 

D. 1 The institution has and adheres to written policies ensuring fairness in all employment procedures.

 

DESCRIPTIVE SUMMARY

 

IVC, as a member of the South Orange County Community College District, is committed to ensuring fairness in employment practices and procedures. In an effort to maintain the integrity of fair employment practices, written procedures are available. Personnel policies are located in manuals such as the Employment Procedures Manual (7.4), the Administrative/Classified Leadership Handbook (7.18), the Academic Employee Master Agreement (7.19), and the CSEA Contract (7.20). Positions are filled regardless of race, gender, religion, color, age, disability, national origin, or marital status.

 

SELF-EVALUATION

 

Personnel policies and procedures are clearly stated, reviewed regularly, and published to ensure fairness. An average of 71.4% of those surveyed agreed that IVC maintains an appropriate balance of ethnic diversity among its faculty, staff and administration and effectively meets its affirmative action/diversity goals when hiring (7.10, Items 91 through 94, Section Three, pages 32-33).

 

Employment procedures and practices conform to the United States Civil Rights Act of 1964 (7.29), California Government Code Section 11135 (7.30), and the Americans with Disabilities Act of 1990 (7.31).

PLANNING AGENDA

 

No changes are recommended at this time.

D.2 The institution regularly assesses and reports its achievement of its employment equity objectives, consistent with the institutional mission.

 

DESCRIPTIVE SUMMARY

 

Goals and objectives for employment equity at IVC are developed consistent with the overall mission of the college which recognizes the needs of a diverse, changing population (7.17, page 7). Reports are made on a yearly basis to the Chancellors' Office reflecting the status of ethnic and gender makeup of all the college's full and part-time employees. These reports are compiled and published yearly in the district almanac. Title V and AB 1725 (7.6) mandates are met by reporting and reviewing employment objectives and achievements every three years. The IVC affirmative action officer monitors and reports achievement on an ongoing basis as requested.

 

SELF-EVALUATION

 

As is evident from the following tables from The Almanac, IVC's faculty and staff reflect gender and ethnic diversity appropriate to its students and the support of its programs and services.

 

 

Employee Ethnic Distribution, Fall 1997

 

American Indian/

Alaskan Native

Asian/

Pacific Islander

Black

Non-Hispanic

White

Non-Hispanic

 

 

Total

 

Hispanic

Filipino

No Response

Classified Full-Time

 

157

 

1

11

6

116

21

2

0

Faculty Full-Time

 

93

 

2

4

3

71

13

0

0

Faculty Part-Time

 

237

 

1

19

7

198

12

0

0

Administrative

 

9

 

0

1

2

6

0

0

0

Total

 

496

 

4

35

18

391

46

2

0

Percentage

 

100%

 

0.8%

7.1%

3.6%

78.8%

9.3%

0.4%

0%

Employee Gender Distribution, Fall 1997

 

Total

Female

Male

Classified Full-Time

 

157

101

64.3%

56

35.7%

Faculty Full-Time

 

93

41

44.1%

52

55.9%

Faculty Part-Time

 

237

124

52.3%

113

47.7%

Administrative

 

9

3

33.3%

6

66.7%

Total

 

496

269

54.2%

227

45.8%

 

 

 

Student Gender and Ethnicity

Fall 1997

GENDER

11,198

100%

Male

4,613

41.2%

Female

6,585

58.8%

ETHNICITY

11,198

100%

American Indian

72

0.6%

Asian

2,806

25.0%

Hispanic

1,184

10.6%

Black (not Hispanic)

307

2.7%

Filipino

298

2.7%

Unknown

843

7.5%

White (not Hispanic)

5,688

50.1%

 

IVC'S affirmative action officer reviews the diversity of the applicants and reports noted deficiencies. Goals and timetables are coordinated with the district's Office of Human Resources. Coordination of efforts for meeting employment equity objectives is the responsibility of the current affirmative action officer at IVC, the district's affirmative action officer, and the district vice chancellor of human resources. As a result of the passage of Proposition 209, reevaluation of goals, objectives and changes in equity policy have been postponed pending clarification of its implementation. This means that the current policies remain in effect until the state advises us otherwise.

 

PLANNING AGENDA

 

No changes are recommended at this time.

 

D.3 Personnel policies and procedures affecting all categories of staff are systematically developed, clear, equitably administered, and available for information and review.

 

DESCRIPTIVE SUMMARY

 

All personnel policies are set forth in the appropriate manuals such as the Employment Procedures Manual (7.4), the Administrative/Classified Leadership Handbook (7.18), the Academic Employees Master Agreement (7.19), and the CSEA Contract (7.20). These policies and procedures are governed by periodic and formal negotiated contracts subject to state regulations.

 

These various manuals are grouped into the Administrative Manuals. Copies of the Administrative Manuals are maintained in each administrative office on campus and are available for review. Personnel policies are reviewed by district Human Resources to ensure that they are consistent with board policies and current with regard to legislation. Policies and practices that pertain to privacy of information are rooted in precedent established court cases and the Public Records Act (7.32).

 

Individual contracts define working conditions and hours of employment, and the relevant staff manuals comment further on these contractual matters. Contracts contain grievance procedures available to any staff member who feels that policies and procedures have not been administered equitably.

 

SELF-EVALUATION

 

Personnel policies and procedures are clearly stated and regularly reviewed and published. These policies and procedures are probably best understood by those employees most concerned with their implementation. Only 39% of the 139 responding to the Institutional Effectiveness Survey Item 118 (7.10, Section Three, page 41), believe that personnel policies and procedures concerning workloads, retention, advancement, due process, privacy and personnel policies are clearly stated and equitably applied. A more comprehensive education in these personnel matters might lead to an enhanced understanding between the various segments of the staff. An effort to involve all segments of the staff in the ongoing review of all policies and procedures should be made.

 

PLANNING AGENDA

 

  1. The college will strive to involve all segments of the staff in the ongoing review of all personnel policies and procedures.

 

D.4 The institution makes provision for the security and confidentiality of personnel records. Personnel records are private, accurate, complete, and permanent.

 

DESCRIPTIVE SUMMARY

 

Personnel records are maintained in locked file cabinets accessible only by staff whose job it is to maintain them. Federal and state law, the Education Code, employee collective bargaining agreements and board policy regulate privacy of information regarding employees.

 

SELF-EVALUATION

 

Provision for confidentiality of personnel records is clearly stated in the Employment Procedures Manual, Administrative Regulations, Administrative Handbook, the Education Code, and the collective bargaining agreements and the district carefully follows those guidelines. The district has constructed a series of firewalls in the district information network to protect the security and confidentiality of personnel records. The area of computer privacy will continue to be addressed so that personnel documents on the computers of administrators are secured.

 

PLANNING AGENDA

 

No changes are recommended at this time.

 

SUPPORTING DOCUMENTATION

STANDARD SEVEN

 

    1. Spring 1998 Semester Enrollment Figures
    2. The Almanac � IVC Staff Statistics
    3. Sample Job Announcements
    4. SCCD Employment Procedures Manual
    5. SOCCCD Employment Procedures For Executive Positions
    6. Assembly Bill 1725
    7. California Community Colleges, Chancellor's Office, 1994 Statewide Minimum Qualifications
    8. 1997-98 Classified Employee Hiring Procedure (Revised)
    9. Prioritized Classified Hiring List
    10. Institutional Effectiveness Survey
    11. Growth In Numbers Of Faculty, Staff And Students From 1992 To 1998
    12. Approved New Faculty Positions: Academic Senate Data
    13. Job Announcement Distribution List Maintained By Human Resources
    14. Full-Time Academic Employee Hiring Policy
    15. Affirmative Action Plan
    16. Sample: Interview Questions
    17. 1997-98 IVC Catalog
    18. Administrative/Classified Leadership Handbook
    19. Academic Employee Master Agreement (Faculty Contract)
    20. CSEA Contract
    21. California Education Code 87663
    22. Performance Standards Meeting
    23. Instructor's Evaluation Report
    24. Staff Development Guidelines And Regulations 1997-98
    25. Academic Calendar
    26. Flex Week Schedules: Fall 1998
    27. Technology Services Workshop Schedule for Faculty and Staff: Fall and Spring 1998
    28. Staff Development Evaluation Forms
    29. U.S. Civil Rights Act Of 1964
    30. California Government Code Section 11135
    31. Americans With Disabilities Act Of 1990
    32. California Information Practices Act Of 1977