Standard IIIA. Human Resources

The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, and evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.

1. The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.

a. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly activities, and potential to contribute to the mission of the institution. Institutional faculty play a significant role in selection of new faculty. Degrees held by faculty and administrators are from institutions accredited by recognized U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.

Description The policy for hiring faculty is found in Board Policy 7120. The current faculty hiring procedures were adopted by the Academic Senate and the Board of Trustees in November 2000. The procedures outline the entire process for hiring of both full-time and adjunct faculty. (Note: In December 2011, the Academic Senate formally revised the faculty hiring procedures. The revised faculty hiring procedures are scheduled to be ratified by the Board of Trustees during the spring 2012 semester and will take effect during the 2012-13 academic year).

Faculty Hiring Committees are made up of the area administrator, the division chair or designee, up to five faculty members, and an Equal Employment Opportunity Advisory Committee representative. The Committee screens the applications and determines whom to interview. The Hiring Committee develops the interview questions and criteria for answers, along with teaching demonstration topic(s) and any other requirements (tests, syllabi, etc.) for applicants to be interviewed. Faculty job descriptions are jointly developed by area faculty and Human Resources. All job descriptions include a description of the position; the minimum qualifications required for the position; desirable qualifications for the position; information on courses to be taught if hired; academic responsibilities associated with being a district faculty member; academic and work experience needed for the position; and the requirement that the faculty member, if hired, must

have knowledge of and commitment to working with students of diverse backgrounds. Finally, the job description also includes the screening procedure and application procedure.

As provided for in COSTA Master Agreement §1.4, new faculty classifications can be established only after mutual agreement is reached between the District and the association.

Faculty degrees must be from accredited institutions. Applicants claiming equivalency must follow Board Policy 7211 and go through equivalency procedures prior to interviewing.

The policy for hiring classified employees is found in Board Policy 7120.

Pursuant to the classified collective bargaining agreement, representatives from both the classified employees association and the Human Resources office collaborate to develop classified job descriptions. Job descriptions include description of the position, minimum qualifications, duties, conditions of employment, working conditions, screening procedure, and the application procedure. Classified job descriptions must be approved by the Board of Trustees.

As provided for in CSEA Master Agreement Article I, new classified positions can be established only after mutual agreement is reached between the District and the classified bargaining unit. Along with the area administrator, classified employees participate in the hiring process of classified positions. The policy for hiring management and confidential employees is found in the Board Policy 7120. The Personnel Polices for Management Council contain information on the recruitment and selection of management and confidential employees. When a management or confidential employee position opens up, the supervisor responsible for the position works jointly with the Human Resources office to develop a job description. Job descriptions include basic function, representative duties, required knowledge and abilities, education and experience, working conditions, screening procedure, and the application procedures. Management and confidential employee job descriptions must be approved by the Board of Trustees.

Selection of management positions includes input from at least one faculty representative (appointed by the faculty association) and an equal number of faculty representatives who are appointed by the Academic Senate president. Additionally, the District may invite additional faculty, a CSEA member, an adjunct faculty member, and/or a student and community member to serve as needed.

Evaluation

The College meets this standard. Some areas, however, can be improved.

The classified employees’ collective bargaining agreement does not address the process for hiring classified employees.

Additionally, while the process for hiring a permanent administrator is well established, the process for hiring an interim administrator is unclear as evidenced this past year when the full-time faculty bargaining unit filed a grievance against the District for failing to comply with the hiring process for an interim superintendent/president.

As can be seen below, while an overwhelming majority of respondents felt the goal of hiring personnel based on established criteria was important, more than 20 percent of the respondents disagreed with the statement that the College was successful in meeting this goal.

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

Personnel are hired based on established criteria related to the College’s goals and objectives.

74.9% (161) 21.4% (46) 0.0% (0) 0.0% (0) 3.7% (8)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

Personnel are hired based on established criteria related to the College’s goals and objectives.

18.2% (41)

35.6% (80)

12.4% (28) 10.2% (23) 23.6%

(53)

Planning Agenda1. Human Resources will work with the appropriate groups and develop comprehensive hiring

procedures for classified staff and interim administrators.

b. The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluation of all personnel including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented.

Description

The Board of Trustees conducts an evaluation of the superintendent/president yearly, to be completed no later than June. Board Policy 2435 outlines the evaluation procedure for the superintendent/president.

Full-time faculty are evaluated regularly, in consistence with the California Education Code and Title V of the California Code of Regulations

The evaluation procedures for full-time faculty were developed jointly by the Academic Senate, the full-time faculty bargaining association, and administration. The evaluation procedures are included in the COSTA Master Agreement. The evaluation process for faculty identifies that the purposes of evaluation are (1) to recognize, memorialize, and acknowledge good performance by the faculty of the College of the Sequoias; (2) to support faculty with expertise, resources, and a supervision experience that will enhance the existing performance of all professional staff, and to aid faculty members who are performing satisfactorily to achieve their own professional growth goals; (3) to identify a faculty member’s unsatisfactory performance; (4) to assist faculty members in obtaining the necessary skills and knowledge to make improvements in their areas of deficiency; and (5) to document performance of faculty as per the provisions of California Education Codes §87660–87664.

Part-Time faculty are evaluated regularly, consistent with the California Education Code and Title V of the California Code of Regulations.

The evaluation procedures for part-time faculty were developed by the part-time faculty bargaining association and administration. The evaluation procedures are included in the COSAFA Master Agreement.

The evaluation process for part-time faculty identifies the purposes of evaluation as being to improve the quality of instruction, enhance academic growth, promote professionalism, and assess performance of unit members.

Classified personnel are evaluated pursuant to the classified bargaining association master agreement. Probationary classified employees are evaluated during their second and fifth month of employment. After serving a probationary term, classified employees are evaluated annually through their first six years of employment. Thereafter, classified employees are evaluated every two years.

The evaluation process for classified employees identifies the purpose of evaluation as (1) to identify and commend effective performance; (2) to counsel and assist employees to improve performance; and (3) to appropriately document the basis for commendation and/or concerns of job performance.

The Personnel Policies for Management Council lay out the evaluation process for management and confidential employees. Managers and confidential employees are formally evaluated at the end of their initial year of employment and every two years thereafter. The evaluation process

for a management employee identifies the purpose of an evaluation as to provide managers with feedback on work quality, overall work performance, work behavior, and strengths and weaknesses, along with providing an opportunity for management employees to gain insights into how their supervisors perceive their work performance, the supervisors’ concerns, what the supervisor views as important for being successful at the College, and how to improve and enhance performance. Additionally, the purpose of an evaluation is to provide the manager’s supervisor the opportunity to provide feedback; critique the manager’s work performance; recognize the manager’s achievements and accomplishments; recognize contributions managers have made to the College; recognize measurable progress or improvements made in the manager’s performance; identify the manager’s work strengths and weaknesses; and provide managers with guidance and suggestions for improvement.

Evaluation documents are all accessible and can be completed using online forms.

Evaluation

The College meets this standard.

The purpose of evaluations and the evaluation process are well established within the appropriate collective bargaining agreements or employee handbooks.

There is an Evaluation Board Policy and Administrative Procedure for full-time faculty. However, there is not an Evaluation Board Policy or Administrative Procedure for adjunct faculty, classified employees, administrators, or confidential employees.

As can be seen below, nearly all of the survey respondents (92 percent) felt that there was importance in establishing a connection between evaluations and the improvement of job performance. However, only 52 percent felt there was an actual connection between evaluations and improvement. A review of individual comments indicates a concern that the evaluation process does not hold employees accountable for unsatisfactory performance. Moreover, many of the comments expressed concern about poor teachers and the fact that little is being done either to terminate them or to help them improve their performance.

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

There is a connection between evaluations and improvement of job performance.

60.9% (134) 32.7% (72) 3.2% (7) 1.4% (3) 1.8% (4)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

There is a connection between evaluations and improvement of job performance.

11.1% (25)

41.6% (94)

22.6% (51) 11.9% (27) 12.8%

(29)

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

Evaluations include information on the performance of assigned duties and participation in institutional responsibilities and are used to encourage improvement.

54.3% (119) 38.8% (85) 3.2% (7) 0.9% (2) 2.7% (6)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

Evaluations include information on the performance of assigned duties and participation in institutional responsibilities and are used to encourage improvement.

15.1% (34)

52.0% (117)

16.4% (37) 4.9% (11) 11.6%

(26)

Planning Agenda1. Human Resources will work with the appropriate groups and develop Board Policies and

Administrative Procedures for the evaluation of adjunct faculty, classified employees, administrators, and confidential employees.

c. Faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.

Description

The evaluation of faculty includes an evaluation of teaching methods, materials, and effectiveness. Faculty are evaluated based on their ability to "assist students in attaining their educational goals” (COSTA Master Agreement). Faculty are to develop specific goals and objectives for meeting the official course outlines, and their success as instructors should be judged according to how they meet these specific goals and objectives.

Evaluation

The College meets this standard. However, as mentioned above, it should be noted that many comments expressed concern about poor teachers and the fact that little is being done to either terminate them or help them improve their performance.

Planning Agenda

1. The evaluation process for full-time faculty is a negotiable item. It is the District’s desire to improve the process in the future.

d. The institution upholds a written code of professional ethics for all of its personnel.

Description

The District has a written code of ethics within BP 3050, which states, in part, that College of the Sequoias (COS) is comprised of professionals who are dedicated to promoting a climate that enhances the worth, dignity, potential, and uniqueness of each individual within the college community. Although members of the community work in various settings and positions, all are committed to protecting human rights and pursuing academic excellence. While the faculty expects freedom of inquiry and communication, employees accept the responsibility these freedoms require: competency; objectivity in the application of skills; concern for the best interest of students, colleagues, and the college community; and avoidance of conflicts of interest and the appearance of impropriety. Additionally, BP 3050 provides an ethics definition; a rationale for the BP; and general responsibilities to the College, to the profession, to colleagues, and to students.

Additionally, within the Personnel Policies for Management Council, there is a Statement of Ethics. This statement discusses the definition of ethics, the importance of ethics, and the District's expectations for ethical behavior.

Finally, a Statement of Professional Ethics is published in the General Catalog. There is also a written policy on Academic Freedom.

Evaluation

The College meets this standard.

Planning Agenda

No planning agenda is recommended at this time.

2. The institution maintains a sufficient number of qualified faculty with fulltime responsibility to the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution's mission and purposes.

Description

The table below shows the numbers of personnel in each category between fall 2006 and fall 2011.

Full-time Faculty Part-time faculty Classified AdministratorsFall 2006 162 308 211 30

Fall 2011 156 286 193 35

Percent Change -3.7% -7.14% -8.53% 16.67%

The District’s full-time faculty, part-time faculty, and classified staff have all decreased within the past five years. The decrease is attributed to budget cuts. It is anticipated that the College will hire two new full-time faculty beginning fall 2012. Although the numbers indicate an overall increase in the number of administrators, this change is somewhat deceiving. Some administrative positions were established because of grant requirements.

The decrease in classified positions over the last several years has been the most severe loss of personnel. The impact of these reductions is dependent on the departments affected. The majority of these losses were due to either layoffs or not replacing retiring personnel during the time of fiscal constraints.

All personnel hired must meet the minimum qualifications for their respective positions. This includes educational background and work experience.

Evaluation

The College does not meet this standard. The failure is due to decreased funding provided to the College.

Planning Agenda

1. Increase staff campus-wide as funding becomes available.

3. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.

Description Board Policies related to Human Resources have been developed and approved periodically. Review of Board Policies in general begins in the area associated with the policy, in this case Human Resources. Policies are taken to President’s Cabinet and the College Council for review and input. Some policies related to Human Resources must be reviewed and approved by the appropriate constituent groups (Academic Senate, COSTA, CSEA, COSAFA, and Management Council). After approval by the above groups, policies then go to the Board of Trustees for final approval and adoption. All policies related to personnel are available on the College website.

Procedures related to Human Resources are developed in a similar manner. Procedures are available on the College website.

Each constituent group has a process by which they can protest if they feel a policy or procedure has not been equitably applied in a particular instance. For those groups represented by bargaining units (COSTA, COSAFA, CSEA), there are formal grievance procedures. Administrators and Confidential employees have a procedure outlined in the Personnel Policies for Management Council.

Evaluation

The College meets this standard. Those policies that exist are updated as required and available for information and review.

Planning Agenda

No planning agenda is recommended at this time.

a. The institution establishes and adheres to written policies ensuring fairness in all employment procedures.

Description

Board Policy 3420 is a policy on Equal Employment Opportunity. It was revised in April 2007.

The College has an Equal Employment Opportunity Plan in compliance with Title 5 of the California Code of Regulations. It was adopted by the Board of Trustees in 2009.

All job announcements contain the Equal Employment Opportunity statement “College of the Sequoias Community College District is an equal employment opportunity employer. Prospective employees will receive consideration without discrimination because of race, creed, color, national origin, sex, gender, sexual orientation, age, religion, mental or physical disability, medical condition, genetic information, marital status, military service, or any other basis protected by law.”

Human Resources’ Mission Statement includes a section stating its goal of "Ensuring compliance with equal opportunity and applicable legal mandates ..."

The Faculty Hiring Procedure includes sections on equal employment and how these requirements are to be ensured during the hiring of faculty. Hiring committees are provided with training in equal employment policies. Training is provided by a member of the Equal Employment Opportunity Advisory Committee and takes place prior to the screening of job applications. The training consists of an overview of key equal employment laws and regulations.

Job announcements are placed in a number of publications with the intent of reaching a diverse population. Publications the District has used in recent job recruitments include Diverse Issues in Higher Education, Women in Higher Education, Hispanic Outlook in Higher Education, Tribal College Journal, Blacks in Higher Education, Asians in Higher Education, LGBT in Higher Education, Insight into Diversity, and Hispanics in Higher Education.

The College has an Equal Employment Opportunity Advisory Committee (EEOAC). The committee consists of administrators, faculty, staff, and a student representative. The EEOAC’s purpose is to monitor all recruitments to ensure compliance with all equal employment laws.

All applicants who are interviewed are asked to fill out an exit survey in order to provide feedback on their perceptions of the College’s hiring procedures. A staff member from the Human Resources office reviews these exit surveys; if comments are made, the comments are shared with the dean of human resources. Changes are made as necessary.

In addition to policies, contracts for individual units outline procedures to ensure fair treatment of their respective members. These include evaluation procedures, grievance procedures, and re-classification procedures.

Evaluation

The College meets this standard. The policies and procedures in place ensure fairness. Moreover, as demonstrated below, almost 70 percent of the respondents agree that the College has implemented policies and procedures that promote diversity within its faculty and administration.

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

The College implements policies and procedures that will promote diversity in its faculty and administration.

49.1% (108) 34.5% (76) 9.1% (20) 2.3% (5) 5.0% (11)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

The College implements policies and procedures that will promote diversity in its faculty and administration.

19.3% (44)

50.4% (115)

7.0% (16) 3.1% (7) 20.2%

(46)

Planning Agenda

No planning agenda is recommended at this time.

b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.

Description

Personnel records are maintained in the Human Resources office. They are kept in locked cabinets in a separate room in the office. This room is also used for interviews and meetings. Utilizing the Banner software, all employees have access to some of their personnel files. This information includes time sheets, benefits, tax information, addresses and phone numbers, and emergency contact information.

Additionally, pursuant to State law and Board Policy 7145, employees have the right to inspect their personnel records maintained in the Human Resources Office.

Evaluation

The College meets this standard.

Planning Agenda

No planning agenda is recommended at this time.

4. The institution demonstrates through policies and practices an appropriate understanding of and a concern for issues of equity and diversity.

Description

The District’s commitments to diversity and equal employment laws are outlined within Board Policy 3420 and Board Policy 7120 .

Every job announcement includes the following statement: “College of the Sequoias Community College District is an equal employment employer. Prospective employees will receive consideration without discrimination because of race, creed, color, national origin, sex, gender, sexual orientation, age, religion, mental or physical disability, medical condition, genetic information, marital status, military service, or any other basis protected by law. College of the Sequoias Community College District provides reasonable accommodations to qualified applicants with disabilities. If you need a reasonable accommodation for any part of the job application and hiring process, please contact a representative from Human Resources.”

The job announcement also includes a statement in the job description emphasizing the District’s commitment to diversity, and the minimum qualifications description for faculty recruitments states that applicants must demonstrate sensitivity to, and understanding of, the diverse academic, social, economic, cultural, disability, and ethnic backgrounds of community college students.

Additionally, it is the practice of the Human Resources office and the Equal Employment Opportunity Advisory Committee to train every hiring committee on its commitment to equity and diversity and relevant EEO laws before all job applicant interviews.

Evaluation

The College meets this standard.

Planning Agenda

No planning agenda is recommended at this time.

a. The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.

Description

The College understands the importance of promoting diversity on campus and supporting its diverse personnel. The Human Resource office encourages all hiring committees to include diverse members and provides equal employment opportunity training. COS is also committed to supporting its diverse personnel once they are hired. Employees have many opportunities to participate in activities within the College’s diverse campus community. These include but are not limited to Multi-Cultural Fairs, Cinco de Mayo celebrations, and Club Rush (which includes diverse clubs). Additionally, an active Student Equity Committee promotes diversity on campus. An example of a Student Equity Committee sponsored event is “SafeZone Training,” which promotes the understanding and appreciation of all individuals regardless of sexual orientation.

Evaluation

The College meets this standard.

The Accreditation Survey indentified that the vast majority of personnel believe that it is important that the College have these programs, and nearly the same majority agree that the College achieves this goal.

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

Through programs, practices, and services, an understanding of and concern for diversity is promoted.

54.5% (120) 34.5% (76) 6.4% (14) 1.8% (4) 2.7% (6)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

Through programs, practices, and services, an understanding of and concern for diversity is promoted.

30.3% (69)

51.3% (117)

5.3% (12) 3.5% (8) 9.6%

(22)

Planning Agenda

No planning agenda is recommended at this time.

b. The institution regularly assesses its records in employment equity and diversity consistent with its mission.

Description

The diversity of District personnel is tracked and reported to various campus groups. The makeup of District personnel is compared to the surrounding communities. While the diversity of District personnel does not exactly match the demographics of the District students, the District is committed to improving in this area.

The below chart reflects the demographics of the District during the fall 2011 semester.

Demographics of College of Sequoias Fall 2011

Non-Resident Alien

Hispanic

Asian

Black/African

American

Alask/Native

American

Pac. Island

er

White

Two or Mor

e Races

Unknown

Female

Male

Unknown

Community

- 57% 4% 1% 1% - 36% - 1% 50% 50

%

COS 49% 4% 3% 1% 35% 3% 5% 54% 46

%

FT Faculty 18% 2% 4% 64% 12% 53

%47%

PT Faculty 17% 2% 1% 1% 69% 10% 51

%49%

Classified 28% 3% 1% 2% 55% 11% 67

%33%

Administrators 20% 70

% 10% 48%

52%

Evaluation

The College meets this standard. The institution remains committed to the promotion of diversity in its personnel

Planning Agenda

No planning agenda is recommended at this time.

c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students.

Description

Safeguards ensure that all employees and students at COS are treated fairly. Within the COSTA, CSEA, and COSAFA Master Agreements, employees are given certain rights to guarantee their

fair treatment. Bargaining unit employees are provided with representation throughout their careers at COS.

Administration is provided with guarantees of equitable treatment as contained in the Personnel Policies for Management Council.

Students are provided with fair and equal treatment as outlined in the Student Handbook, which is maintained by Student Services.

As required by law, every two years, management employees are provided two hours of training on “Preventing of Sexual Harassment.” The most recent training took place in November of 2011. Evaluation

The College meets this standard. The policies and procedures are in place to safeguard all employees and students.

Planning Agenda

No planning agenda is recommended at this time.

5. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.

a. The institution plans professional development activities to meet the needs of its personnel.

Description

The faculty FLEX requirement of five (four-hour) days was reinstated in the fall of 2009 and is outlined within the COSTA Master Agreement. There are two mandatory FLEX days, one at the beginning of each semester when faculty are required to attend a campus-wide meeting (whose content is determined by the administration with input from faculty) and a division meeting. The calendar is coordinated by the faculty enrichment coordinator, a member of the Academic Senate Executive Committee. In addition to the eight mandatory FLEX hours, faculty must complete an additional 12 hours through any one or a combination of approaches. Faculty may attend any number of workshops offered on campus every year as evidenced by the FEC calendar published monthly. Additionally, with prior approval, faculty may facilitate workshops, participate in outside conferences, or complete individual projects.  The Faculty Enrichment Committee (FEC) has approved the processes related to establishing the FEC calendar and preapproval processes. FEC meets monthly to monitor FLEX processes. FEC conducts an annual faculty needs survey to determine the list of topics for FEC workshops throughout the year. When the annual needs survey is administered in the spring of 2012, it will also contain an overall evaluation of the FLEX program.

Faculty continue to have access to funds for attending professional meetings. These funds are mandated by the COSTA Master Agreement and are administered by division chairs and Instructional Council. The procedures and guidelines for approval are developed and enforced by

the Instructional Council. Each faculty member is allowed two conferences and a minimum of $200/year. The number of faculty that avail themselves of this opportunity varies from year to year. On average, approximately 45 faculty attend conferences annually. Sabbatical leaves, outlined within Administrative Procedure 7341 and the COSTA Master Agreement have been suspended during the current fiscal crisis. The last sabbatical leaves were taken during 2008. In the past, faculty were eligible for sabbatical leaves after seven years of service and again once every seven years thereafter. Sabbatical leave requests were submitted to the Faculty Enrichment Committee, which recommended proposals to the superintendent/president for approval.  After completing sabbatical leaves, faculty were required to make presentations to the Board of Trustees.

Managers and confidential employees are provided with training at regular Management Council meetings. Recent trainings have included Preventing Sexual Harassment, Hiring the EEO way, SafeZone training, and NIMS/SIMS training.

Classified employees are provided with training opportunities through the Professional Association of Classified Employees (PACE). Recent trainings have included workshops on the following topics: benefits, PERS, self-defense for women, managing changes, wills, and advanced health directives.

Evaluation

The College meets this standard. Almost 70 percent of respondents agreed that there are opportunities for professional development for all employees at the District. Many comments acknowledged that opportunities (including reinstating sabbaticals) should improve when the budget situation gets better.

Great Importance

Moderate Importance

Little Importance

No Importance

Don't Know

The institution provides appropriate professional development opportunities.

48.9% (108) 43.9% (97) 3.6% (8) 0.9% (2) 2.7% (6)

Strongly Agree Agree Disagre

eStrongly Disagree

Don’t Know

The institution provides appropriate professional development opportunities.

18.6% (42)

48.7% (110)

22.1% (50) 3.1% (7) 7.5%

(17)

Planning Agenda

1. When the budget situation improves, it is hoped that sabbaticals will become available for full-time faculty.

b. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.

Description

Workshops are evaluated by the attendees. The results are reviewed by the Faculty Enrichment Committee, PACE, and members of the Executive Council; these groups are responsible for overseeing and developing the schedule of workshops and events. The committees strive to have representatives from every division. Changes are made as necessary. Evaluation

Almost 70 percent of respondents felt the District provided appropriate professional development opportunities. There were concerns expressed that with budget cuts, training opportunities have decreased (especially for non-grant-funded programs). The workshops presented by FEC received good reviews from respondents.

Planning Agenda

No planning agenda is recommended at this time.

6. Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.

Description

Planning for human resources occurs in all areas during the process of Program Review. Program Review policies and procedures are outlined within Board Policy and Administrative Procedure 3260 Areas evaluate their needs and justify requests based on their findings. Requests for additional personnel are submitted to the appropriate committees for review and recommendation.

Pursuant to Administrative Procedure 3261, faculty positions are taken to Instructional Council for review. Based on established and published criteria found within AP 3262 and AP 3263 Instructional Council ranks the faculty positions requested from divisions. Instructional

Council’s recommendations are forwarded to the College Council by the superintendent/president. The College Council can either agree with Instructional Council’s recommendations or alter its recommendations. If changes are made within the rankings by College Council, a justification will be forwarded to the Instructional Council. The number of positions finally approved is based on requirements for fulltime/part-time faculty ratios as set by the state and by available funding.

Most classified positions and administrative positions identified in Program Review documents are presented to the College Council for review and recommendations. These recommendations are forwarded to the President's Cabinet for final approval. The number of the positions hired is determined by available funding.

Unplanned changes in Human Resources do occur because of resignations, grants, extended illnesses, etc. In these instances, the appropriate administrator for the area affected consults with the personnel from the affected program or service. Based on that consultation and the overall needs of the College, a recommendation regarding replacement of the lost personnel is made to the President's Cabinet for their consideration.

Evaluation

The College meets this standard. The use of Program Review as a source for all personnel requests ensures that decisions are made in light of program need and in the context of needs in other programs and services.

Planning Agenda

No planning agenda is recommended at this time.