Thursday, June 18, 2015

Poertner responds to some survey comments, charging a "lack of understanding"

The problem is you don't understand
     The SOCCCD Chancellor, Gary Poertner, has communicated with the district/colleges community with one of his occasional Chancellor’s Perspectives.
     Some of you may have read the scathing comments made by employees in the recent district “climate survey.” Interestingly, Poertner’s “perspective” includes discussion of “a few comments from employee surveys that illustrate a lack of understanding about roles and responsibilities.” I do believe that the Chancellor is referring in part to some comments provided during that survey:
“The district does not give my department sufficient supply and equipment budgets.”
     Funds are annually distributed through the District Resource Allocation Committee (DRAC), a participatory governance group, to each college and district services. All college departments are funded out of college funds and all of those decisions and allocations are made at the college level without interference from the chancellor or district services. Similarly, all district services funds are allocated through the chancellor’s office. 
“District Services seems to think it is over the colleges and not the other way around.”
     District services serves employees and departments at both the colleges and district services. District services employees are also tasked with ensuring that processes, policies, compliance, system or legal requirements are met. This should not be misconstrued as district services thinking it is “over the colleges.” One example is labor agreements. Every college and district department must comply with labor laws and existing agreements regarding prevailing wages, etc. These functions are centralized in district services to ensure continuity and compliance. This may frustrate a college department that wants to make independent decisions, however the district must protect itself from legal liability and safeguard the taxpayers that provide our funding.
Conversely, when payroll or accounting processes requests for departments, it doesn’t mean the colleges are “over district services.” Everyone in this district is serving someone and everyone in this district needs services from someone. We could all benefit from being service oriented. Any focus on one entity “over” another only serves to divide us and divert time, money and energy to issues that don’t serve our students and community. Let’s think about being team members that work together with differing but equally important functions. 
“Human Resources gives inconsistent advice about personnel issues. They give one answer in one situation and another to someone else.”
     Not every human resources issue is exactly the same, though it may appear to be for those who work outside of HR. Personnel issues are complex. Problems arise when employees “shop” this department by speaking to different people because they don’t like the first answer. Some employees may not understand who the right person is for the issue and we are working on improving this. 
“The trustees are not aware of the poor executive leadership within our district.”
     The trustees supervise only one employee – the chancellor. The chancellor supervises and evaluates the college presidents and vice chancellors and informs the board annually about their performance.
     So, there you have it. The problem, evidently, is that you don't understand roles and responsibilities. You silly nattering nabobs of negativism!

The new "Liberal Arts" building

The once-promised "Humanities Building." (From IVC: then and now)
     The Chancellor has sent his usual pre-board meeting heads up, including a link to the meeting agenda.
     One item that caught my eye: Renaming the A400 Building (at IVC):
ITEM: 6.8 
     The A400 Renovation and Expansion project is expected to finish by August 2015 and open for classes beginning Spring 2016. Under the current naming convention, the building is listed as A400. Renaming the building to Liberal Arts building will improve clarity within the class schedule listings as well as improve campus way- finding. The proposed naming convention is consistent with the recently constructed Life Sciences Building. 
     The Chancellor recommends that the Board of Trustees approve the renaming of the A400 building to Liberal Arts building.
     Though Saddleback College has a "liberal arts" division, IVC has no unit that goes by that name.
     Faculty offices of the new building, on the top floor, will be assigned to members of the School of Humanities (English, History, Philosophy, etc.) and the School of Languages and Learning Resources (languages, ESL, reading).

IVC's Academic Schools & Programs. Liberal Arts?
Nope, it's the "Liberal Arts" Building. No tin roof.
Tin roof, rusted

Monday, June 15, 2015

"Animosity": written comments on the November 2014 SOCCCD "climate survey" (unedited, unabridged)

     What follows are answers to those survey questions that solicited comments. The comments are unabridged, unedited (aside from some highlighting). 
     (For the rest of the report—45 "how much do you agree" questions plus answers—go HERE.
     (For directions to the draft report, issued June 7, go HERE.
     (Compare with
The IVC Employee Satisfaction Survey [May 2014])

Respondents profile:

     50% of respondents work at Saddleback College
     43% of respondents work at IVC
     8% of respondents work at the district

     48% of respondents are faculty
     38% of respondents are classified
     14% of respondents are administrators/managers

  • According to my calculations, 59% of SOCCCD employees work at SC; 25% of SOCCCD employees work at IVC; 16% of SOCCCD employees work at the district. (See here and here and here.) Hence, IVC employees are particularily well represented in this survey (43% of respondents) and SC employees are a bit underrepresented (only 50% of respondents). 
  • District employees are not well represented in the survey (only 8% of respondents despite being 16% of employees)

13. Please write any comments you have regarding the working relationship between Saddleback College and District Services.

Communication between entities can be very slow, especially in regards to changes in policy.
It seems like there is an adversarial relationship between the College and District Services. "us" vs. "them." I haven't engaged much with District Services besides HR and Hiring Committee experiences - both of which have been quite positive. Yet, that negative perception exists as I connect with my colleagues.
The District Departments are very unhelpful and often give conflicting information. I often have to work with the purchasing department and they are incapable of correcting minor errors on purchase requests. Instead, they routinely cancel orders, which sets my department back in ordering equipment and supplies they are in need of. The department should simply fix minor errors that would take less time to correct themselves than send me or others emails saying they have been denied, which then forces me to contact them to ask why it was denied, and then wastes my time in resubmitting the request. ***** in purchasing has made several errors to my purchase requests where she has denied them when they were entirely correct. These people know how to fix small problems but due to their inflated senses of self they see no need to be helpful.
It is my hope and ambition that certain Saddleback and District units - especially the personalities that lead them - can work together with more harmony, trust, and collegiality. The current atmosphere is disloyal, dysfunctional, and, ultimately, purely poisonous. This is of interest to anyone who cares for our agenda of helping students.
Human Resources leadership lacks expertise in dealing with issues, their communication is ambiguous, inconsistent and lacking in professionalism.  Depending on who you speak with you get different answers.  Rules seem to change and application of rules is subjective.
People need to answer their phones!  Leaving messages results in delayed closure on questions.  I believe that because the District does not interact with faculty and students on a one on one basis, they do not realize the importance of a timely answer.
Improvements have been made with District Services within the past several years but it's far from a perfect working enviornment. 
Whenever I communicate with District Services they are very attentive and professional. I believe my experiences will be similar to other colleagues' experiences.
The departments that I interact with have always been very helpful, and prompt.
District Employees DO NOT CARE about Saddleback College Classified Staff.
Although I believe this relationship has been greatly improved through collaborative efforts in the past few years, there often remains the perception that District Services is policing the college.  A clearer definition of roles and responsibilities could help lessen this perception.   
When riding in the HS Building elevator, I periodically hear negative remarks about District Services from Saddleback College employees.  The comments are often based on past practices, actions of employees who are no longer here, or things that never even occurred, so the comments aren't true at all.  My impression is that no one (both colleagues and supervisors) in their departments are doing anything to correct false statements.
I have asked numerous questions of the staff responsible for salary schedules and I have not received any response
Inadequate training for new employees.  Managers/supervisors are not knowledgeable in their roles to assist and guide their own employees  Contracts/ed code/District guidelines are not known or interpreted correctly by key people.  
Relationships between Saddleback and most District Services are health and productive in most cases.  Significant collaboration concerns exist with Human Resources and Facilities departments.
Sometimes it seems that District Services are not aware of issues faced by instructional divisions. It is often difficult to get someone on the phone when we need a quick answer to a question.
I find that a district employee could be assigned to Saddleback--especially in the area of HR--and particularly when hiring of faculty occurs. Getting answers to queries is sometimes taxing, sometimes seems to take unusually long times to get processes done. I know this is a difficult time for HR folks BUT here is a way to reduce the frustration I find colleagues and managers/administrators in. And it is seen year after year.
Not Applicable
I think overall the working relationship is good. 
Appears confrontational at times.  Need to find middle ground.
The perception still exists that District Service does not operate using a "customer service" orientation.
As asked earlier, my working relationship is great with Saddleback. 
Appears to be a lack of communication between the two entities.
I have witnessed District HR disagree and not listen to Saddleback faculty and the Faculty Association when presented with facts about faculty hiring direct from the CCCCO in Sacramento. They seem to work with a different reality and refuse sometimes to acknowledge legal guidelines direct from the CCCCO.
I have a very good relationship with the Saddleback College people that I regularly work with.  I'd go to lunch or have drinks after work with them.
Very safisfied
We often get different information from various resources in district services. There also lacks a "service" feel to the support provided by district services especially in Business Services and, at times but rarely, in HR.
It depends on the department. 
Saddleback College and District Services employees interact regularly on campus, at coffee vendors and in the cafeteria,so they tend to be familiar with each other.  Since DS is on the SC campus, DS administrators tend to be more aware of campus issues at SC, especially facilities, maintenance, and custodial matters.  SC faculty, administrators and managers have ready access to DS offices and administration, making it easy for them to "drop by" and engage in informal conversations about Saddleback College matters.  The ease of informal interaction between Saddleback College and District Services staff and administration encourages a sense of familiarity among them.  District Services administration and staff are more familiar with and more comfortable with the Saddleback staff, administration, and faculty, their way of doing business and their concerns than with the Irvine Valley College community enjoys.
Concerns about the hiring processes and communication with administration and faculty.  Concerns about the college vs district calendar committee and outcomes that frequently disregard the needs of well established programs at Saddleback College.  By allowing hte spring semester to start later and later, District Administrators seem to lack concern or regard for the negative impact on Saddleback College programs and students  (nursing, the veterans and counselors who need to have access to students before deadlines in early Feb).  District Vice Chancellors should have the "big picture" in mind, before allowing decisions that have a negative impact to go forward.
Everything is political - Decisions are not made in best interests of students but in best interests of politics.  this is almost 100% on Saddlelback's side.  From top down. Starts with the president and everyone he hires.
Mostly we work with District Fiscal services, and that works really well. We feel like there is a lot of teamwork.
Saddleback is at an advantage for the proximity to the district offices.
I have worked at IVC, SC, and the district and this is the worst atmostphere I have ever experienced in over 30 years. Nepotism and abuse of power is rampid throughout. But, you better not say anything or you'll be summarily targeted, harassed, and fired!
As far as getting something done like a change in direct deposit, or requesting and actually getting a letter from Human Resources in reference to employment verification, it seems to take an unusually long time. I have been sticking with a bank for direct deposit in which I do not particularly like, simply because I do not look forward to the whole process of contacting payroll. I certainly dread any time I have to ask for an employment verification from Human Resources.
I think that the district is supportive of Saddleback.
I don't know if this is a District or College problem, but the recent snafu regarding requiring students that already had college degrees to go through the MAP process had negative impacts on our enrollments and seemed to be easily avoidable.  Also, new policies regarding business services seem to involve unnecessary layers of red tape and have had a negative impact on our program.
Not professional indication of when positions are interviewing or rating or consistent in sending out status on positions applied for from Saddleback College or Irvine Valley. I continually have to call to check on status of when committee's are meeting and then all of a sudden the position was interviewed for and decision made and by the way we will send you an email when the position is filled. I haven't received that once from either location. I think it is a contradiction to say how important student success is when I am a part time regular classified employee and have mandatory retirement taken out of my check, but have NO HEALTH BENEFITS OR ACCESS TO EAP. Just so you know, I don't qualify for any social services either. I have no luxury afford full time employees including their ability to squander their daily schedule by padding personal time on their computers, their phones & extensive visiting outside of their designated break time. I think you should do a third party audit of all computers for EVERY EMPLOYEE and see exactly how much personal time is being used beyond the designated allotted time. I think part time positions can be eliminated if full time is combined as an example Irvine Valley College Librarian position split to am/pm. If needed short termers ok, but to split full time positions and still think that is serving the needs of the students and employees I think is misguided.
Not all district servcies departments work well with Saddlback College. All district services departments must possess a need to assist and help, rather than be a road block. I know we all would like to think that each of us as an individual, and our personal agenda's is the most important thing, however, lets not loose focus of the organization and what it can accomplish for students on behalf of the tax payers is the real goal. Lets not be pessimistic with details, but be optimistic in brainstorming how we can each do better to be a team player. Everyone is very talented in what they do, but we have to become better at working together as a team.
Vice Chancellor, ***** *****, needs to write down her processes for the colleges to follow.
I feel that as an off campus class we receive very little support especially from IT.  Most of the requests I make are ignored or it requires several attempts to get results.
District Services seems to be oblivious to the problems on this campus and are unable to make a decision when a serious problem arises i.e. the water main break.  No one in Management has even bothered to see what damage was done to Auto Tech and considering that Auto Tech probably has one of the most dangerous labs on the campus, most Districts would worry about both the safety of the students and the staff but not this Distric.  It is lucky for the District that OSHA didn't come out when they decided the classified staff could work with out houses, of course the fact they are sprinklers in the buildings that wouldn't be functional without water didn't bother the District so what all of the Classfied staff dies in a fire. This is an interesting way to mininimize risk and show Classified Staff exactly what you think of us.
The main part of District Services that I work with is District IT. Overall I am satisfied with them.  The same goes for HR. I have very few dealings with the rest. 
Human Resources needs a 360 evaluation. 
There is little accountability between the campuses and district services.  As a result, there is little incentive for the campuses to collaborate and partner with district services.  This leads to conflict and resentment.  The college continually exhibit an "us" vs "them" mentality.
It appears that the working relationships are good.  It appears that Saddleback's staff have more contact with the staff at the District given their close proximity to one another.
I've had good experiences.
The biggest frustration is the overly complicated process implemented to acquire basic services (i.e. contract approval process)
I work closely with District Services and have found them very helpful. I enjoy interacting with them and look to them for guidance on a number of fronts.
Feel like a few people are informed of changes being made at the district level that pertain to a much larger group of individuals. Ex: budget procedures.
Because the district is housed on campus, the Saddleback community seems to have a much closer relationship with District Services, which happens to coincide with Saddleback receiving disproportionate resources.
Unless you have direct business with the District office, there is no interaction between SC employees with District employees. It would be nice to have semi annual in services to get to interact with each other more often and know what they do. I know some employees don't even know their payroll rep., much less know what they look like.
There have been many new policies instigated that have proven to make things very difficult for many areas involving service contracts, maintenance agreements and other issues that have become mired in extra paperwork and extra time spent employees to satisfy some of these new policies. Many feel that some of this policies are a micromanagement of college functions by District personnel
I actually only know that my working relationship with District employees is really good, so I would hope evryone else had the same experience.
For starters, the questions 3.1 'Overall, how satisfied are you with the SOCCCD's environment district-wide?' is a confusing question. What 'environment' - working, physical, communication, etc?  As for Saddleback College and the District, I continue to have difficulty with the District adding, changing, updating, and creating new procedures, processes, and systems that add extra workload to my day-to-day functions. It really feels like the District continues to act in a way that is leading campus activities instead of supporting campus activities. They are here for the campuses, not the other way around.
I've noticed that Saddleback Employees are not accustomed to receive updates and regular communication from the district and overlook attachments sent via email.    This happened on a several occasions during the last three weeks. When I told a colleague at Saddleback college that the information she was inquiring about was in the email attachment sent two weeks ago and I was expecting an input, she said they are not used to be receiving updates  or additional communication when they interact with the district. The information sent in the attachment called for  feedback from Saddleback College team to finalize discussed further steps and schedules.  I had only one instance of similar nature with IVC.
Improving but much remains to be done
I would like to see the HR department to have guidelines/regulations that they consistently follow.  It seems like the rules change on a whim.
There is variability by department and individual, with different issues with each.
there seems to be frequent misunderstandings about the needs of the department I work in.
The seems to be a constant power struggle between Saddleback College and District Services. For example, on the issue of reclassification, the college will try and move ahead with reclassification with certain employees that they feel may best serve their respective divisions or departments, but District Services will be firm on their stance that they have the 'final say' on reclassification.  The result trickles down to management and the classified staff, therefore creating a poisonous and dangerous vortex of mistrust.
Because they operate so differently, there will always be a disconnect between the two.
District Services is too concerned about themselves and money and cannot see the colleges need more money and support.
I know it could be confusing to some but I like that District services and Saddleback college are so intermingled that people don't know the difference sometimes.  I think that is a good thing and shows how integrated the school feels with district.
Saddleback people are always talking about DS, it's getting old. 
Communication between the campus and district and vis versa could be improved.
Morale is low.  Distrust is high.
i wil not work here again once I find a job.
HR and payroll are inscrutable. Many of the individuals are wonderful people, but payroll is consistently problematic.  Regularly scheduled payroll elements have been consistently missed or delayed. The benefits audit was beyond a disaster. I responded 4 times and one of my family members was still incorrectly dropped from Blue Shield. It took over two weeks to get them reinstated.
Everyone works in silos. Lack collaboration. Lack communication. Decisions are arbitrary.
Endless self defeating bottlenecks between management and staff (In some problem areas)   Purchasing nightmares! In efforts to supposedly save money through the purchasing process of requiring "contracted bids" we actually spend more and do not get quality current products because they haven't been vetted through the slow political process of qualifying for educational contracts, (SISCA- CMAS) ETC. Moore's law for technology is so dynamic it changes bimonthly, contract evaluations are as much as 2 years apart. This causes us to purchase obsolete equipment at a 1/3 higher cost than the market prices.  Most vendors jack up their prices to accommodate a contract therefore defeating the whole process.  The 3 bid system is cumbersome for specific systems but will benefit us more by causing competitive bidding as long as the specifics are clearly and accuratly outlined in the bid.
There is a huge disconnect when it comes to getting things done in a reasonable amount of time. We are left to wonder if things are progressing or they are being cancelled.
Human resources is very difficult to work with. In the hiring process, we have had to deal with lost paperwork, breaches of confidentiality of recommendation letters, and errors made because HR insisted on checking the minimum quals for a position themselves when they don't understand the discipline.
Disfunctional with a lack of mutual respect
Would like to see Saddleback be more respectful in their interactions with District Services. This starts at the top with modeling behaviors that are constructive rather than blameful. We will not make progress if we don't work together toward common goals and improvements.
Some Saddleback administrators continue to demonstrate a lack of respect for District Services' within the district/college organization.  For example, deadlines are not adhered to, information is not shared, and District Services continues to be underminded.
Much better than before but it's now reverting back.  New or changed rules are not being shared and new processes are sent to use which just delays everyone's work.  When an Administrator throws a switch it's proven they DO NOT KNOW how it will affect other people's work.
Not enough communication.
With the employees that I interact with they are all very polite and very helpful. I give them all KUDOS!
These questions about "overall" are hard to answer because I have had positive experiences with some offices and poor experiences with others.
Calendar discussions seem non-productive
At times I get the feeling that I as a college representative am supporting the district agendas and not the other way around. Examples:  District services creates rules and requirements without taking into consideration the manpower required to fulfill these requirements. I don’t feel my voice is heard during CSEA contract Negotiation.  Once Negotiations have been completed we are informed of what changes were agreed to without the feeling of being a part of the process!
The communication between District Services and the colleges is terrible. Policy changes are made without input from end-users and without informing end-users.
Communications seem to be poor coming from the District to the college.  And procedures are constantly changing without notification.  Lastly, District staff rarely answer their telephones and their response time to inquiries is slow.
They sure make it hard to bill people for work and hire guest artists.
Overall my experience has been very positive. District employees are usually very nice and very helpful.  There have only been a few times when it appears that there is confusion with some procedures and/or answers to questions.  I have had to call multiple District Offices for an answer to a question and was given vague answers or "passed off" to another office only to be told to call someone else.  This is a little frustrating. 
I am fairly new here and I think things are going well.  I know each workplace has its history and I am trying to be supportive of what is going on.  So far I am liking what I see.  We feel like a family within my own department. 
Policies are not documented and disseminated from district to college effectively.  You do something one way one week- and then you are told that won't work another week.  We need consistency.
District is always right and Saddleback does not have a prayer.  What does environment mean anyway?  Are you referring to their office furnishings?  color of paint on their walls?
Excellent working relationship
There's some consensus that the college is here to support the district rather than the other way around.
They work very closely together without always including IVC. This is my perception.
I enjoy very much working with the individuals in District Services. There are so many amazing colleagues and it is quite a pleasure to work with most everyone. The challenge for me is that it feels like the processes in District Services overall are not set up to serve the colleges and sometimes it feels like the reverse. I also feel that sometimes we at the college are treated as suspect. District Services is here to consolidate essential central operations, to do things we are not equipped to do generally due to training and education. In this way, District Services is a service to the colleges and it would be helpful if the college employees were seen as users of the system. Our feedback should be important because District Services should be in place to empower us to do our front-line jobs better. Thank you!
On what level and who's perspective are you asking the above ?? SOCCCD needs to have Saddleback Managers cease-and-desist the contracting-out of classified work (breaking Ed. Code & the CBA); before, a law suit is filed.
The location of the District offices provides an advantage for Saddleback College to better influence District staff decisions by virtue of their ability to meet more frequently.
District Services and Saddleback College share a much closer working relationship, than IVC and District Services.  It is apparent when in meetings MySite accounts are identified as Saddleback or ohter reporting meetings only Saddleback data is reviewed.
There is a lack of clear communication.  It is difficult to get straight answers from Human Resources, especially at the Vice Chancellor level.
I am uncomfortable to list any information or examples even though all responses are anonymous, strictly confidential. I have personal knowledge that on one occasion the President of Saddleback College has asked for a SC manager to try and find out who completed previous surveys.
Some college administrators are dismissive of and disrespectful to District Services employees. The President disregards recommendations made by district services and later blames district services for his errors in judgment.  The President has not responded to concerns brought forward after the College imposed new parking fees and rules without notice. He continues to state that communications have been clear, which is untrue. 
In some areas, the working relationship is functional and in other areas, it is completely dysfunctional and extremely problematic for the running of the college.
It seems that sometimes District Services priorities for what to work on does not match priorities among faculty and staff at Saddleback College. For example, we have to wait far too long to hire for an approved position.
There seems to be a very large "disconnect" between specific departments in District Services and the faculty at Saddleback College.  There seems to be a lack of effort to communicate important steps for projects and planning.
Some areas seem distant.
Sometimes there is a lag in timeliness required for certain jobs in interacting w/ Dist. Services (mailing, receiving, purchasing and approvals).
Often times policies are created and not properly communicated to employees.  Rapid changes in policy in Business Services has made operating procedures within my office quite difficult recently. 
Many of District Services are in a bubble.  They would rarely connect with the general public and therefore sometimes aren't on track for what the rest of us are dealing with.  I am not sure if the are inexcessable, because they want to be or because they are told they have to be.
Saddleback and the district work very well together, especially with communication and productive working relationships.
I do not have any experience with this
They NEVER answer their phones!  This results in having to leave a message, which results in telephone tag.
HR has been a challenge to deal with in a number of areas.  It is also difficult to receive a consistent answer from payroll. You ask one person in payroll a question on one day and you can receive the opposite answer from another person on another day.  Very difficult obtaining a straight answer.  It seems part time faculty were given different options regarding their pay checks and either being enrolled in STRS or not being enrolled in STRS. In the past I have heard part time faculty opting out of STRS and others wishing they were in STRS. It seems there is no consistency regarding the feedback part time faculty receive on this subject!  A survey shared 50% of PT faculty are seeking full time employment. I would imagine they all would want to be in STRS. Better up front information on this topic for current PT faculty and future PT faculty.
My interactions with the classified staff and most of the managers assigned to the District offices have been, for the most part, very pleasant.  The classified staff have generally gone out of their way to help out, especially with last minute requests for processing assistance.
Roles and responsibilities between the college and District Services are unclear because of a lack of common understanding and a lack of documentation.  This results in "answer shopping" and "work arounds" to get the work done. 
Communication seems to be a problem
I think there are a lot of duplicated responsibilities and it often feels as though it is my responsibility to know all of the policies and procedures that have not been clearly outlined nor can be found in writing.  Another concern that I have is that the training for workday, required that one is out of the office for the majority of the day. This is feasible for District employees because they do not have a "front office" to oversee, it is not feasible for most of us at the college, and therefore leaves some of us who need to be involved, out of the loop.
I think the work orders for technology are not always followed through.  Sometimes faculty members make requests through the main portal, which is routed to Saddleback, and there is not always follow through. 
The district continues to think we work for them and they keep shoving new policies and procedures down our throats without any input from the people in the field!  They run this place like a military dictatorship with their higher than mighty attitudes!  They need to help us get things done instead of  inhibiting what we are trying to get done.  Students and how decisions effect students is not at the top of the districts goals, it's more about protecting their rear ends!
Human Resources hiring services take too long causing us to lose good candidates.We ask for closing dates and are ready to interview long before those deadlines are set by HR. District calendar issues effect on Nursing program, athletic, and veterans are not well understood by the decision makers.
One issue:  I have had errors on a req or info sent to purchasing/accounting and I was not told there was a problem until I happen to realize the req hadn't gone through yet.  I wish an email would be sent when there are problems and just ask us to contact them about the req or whatever was done incorrectly.
District services still seems to "get blamed" when they were not the reason for a glitch or issue.
Sometimes there seems to be some confusion as to whether District Services really exists to support the colleges
HR, Construction Service and Purchasing are very poor. The my way or the highway attitude is very prominent. Just stop micro managing we know more about the college any people district do. Also stop second level hiring committees.
Inconsistent information that creates confusion.
District services becoming more autocratic. Very little to no written processes, constantly changing processes, different direction from district staff, but college staff held accountable for not following.
I have many solid working relationships w/people throughout District Services.  I find that most people are helpful but there is a disconnect.  District Services feels that they are "our" customer rather than the other way around.  District Services is there to support the colleges with various items/services and I feel that they forget who their customer is.  The colleges do not work for District Services rather District Services exist to provide support the colleges. An prime example of this would be the Workday Meeting Schedules.  District services without consultation with the IVC and SC decided that they would plan various Workday meetings that would be held ALL DAY long the 1st week of the Fall Semester.  If anyone from District Services had taken the time to look at the academic calendar they would have known that this is the WORST time EVER to expect Sr. Admins. to be away from the Division Office.  Most workday meetings I've found have been set up in multi day meetings held all day long during a single workweek.  This has prevented participation from various college employees and Sr. Admin. Assistants.  It has also made it difficult for the colleges to receive support for various depts. within District Services as the people we need to contact are no where to be found.
Working at IVC is a disadvantage because the folks at SC and District see each other often and get their projects on a faster priority.
Not sure how this applies but it is ironic that our Vice Chancellor of H.R. has his wife working at Saddleback College in a position that was successfully reclassified into one of the higher level paid classifications.  Also, it is ironic that when your VP of student services's wife began working at Saddleback as a non-bargaining unit member she received probably one of the highest hourly wages for that group. 
I have noticed an improvement in this relationship.
The computer services over the past two years has declined dramatically.  Students can't enroll in open classes.  Classes get cancelled because the administration can't provide registration services.  Faculty lose classes.
too many rules from *****  *****' office, too much micromanagement
I have had very negative experiences with Human Resources.
Hiring is a mystery and you don't recieve any help unless someone that seems to be overworked has the time to assist you but they are not allowed to walk around the glass window. Did rules or processes change, do you actually notify the the supervisor in hopes they pass on the information.  Even if you do get the process down, it's up to change at a whim of an administrator.
There seems to be less tension and backbiting than there used to be.  It is so much better to work here now.
My interactions have been good.  There are some issues with asg funds which often aren't known but that's a separate issue.  There often seems to be regulations that aren't easily found nor were apparent.
It seems that Saddleback will often blame issues on District rather than take responsibility.  For example, classified employees not allowed to teach.  Saddleback claims that District won't allow the employee to do both, but according to District the employee could but the college would have to pay benefits.
There is a lack of communication between the college and the district.  New procedures and policies are implemented without any knowledge.
I basically have no idea, since I spend all my time at IVC
The purchasing process is very onerous and burdensome. To process a $6 transaction, a contract needed to be filed.    Technology purchases are treated like facilities or construction contracts, which should not be.
I have not required contact with District Services very often, but I have contacted HR a couple of times and they have always helped me.
In my opinion, District Services leadership wants to maintain control over the college rather than working as a team to improve  services to our students and the general public. I believe improved commnication & compromise would help the situation.
The relationships continue to demonstrate behavior of distrust between the college leadership and the chancellor / vice chancellors. 
District employees are unpleasant, rud, and confrontational. They exist to assist the colleges, but act like a dictatorsihp. If you're in the "in crowd" you get what you want, if not, look out! District administration is vendictive and goes after those that express an opinion other than that being promoted by administration.
The climate is getting worse and worse due to abuse by a growing regime throughout the district. It's sad that they've forgotten that we're here to teach students.
On the surface, both entities pretend to have a good working relationship, but they really don't.
They leadership at both are horrible.
It all starts with leadership. There is clearly tension between the College President and some District administrators which borders on being dysfunctional. Dysfunctional leaders are also dysfunctional people. Relationships are relationships, period. Working together in a positive manner that supports one another should be the priority, not all this petty jockeying for position and power.
Role of District should to provide guidance and support to the colleges. Now, they are involve in many of daily functions of the college and requiring unbelievable amount of document.  Depending on what it is, it changes daily.  There are no e-mail communication or explanation as to why.  We are so micro-managed.
Although thinks have improved, I still think there is a lot of tension between the colleges and district services and a lot of blame placed on the other for the problems that exist.
Although my division is fine, the college and district services are less than desirable. We are told that the relationship between the two is better, but it's not! Actions speak louder than words.
Faculty receive a lot different, and often contradictory, directives from our administrative offices. For example, increasing enrollment and increasing retention are often contradictory goals because large classroom sizes are not conducive to retention. In addition, increasing the population of non-traditional students--e.g., retired or non-college track community members--would meet the goal of increasing enrollment but would not improve our transfer rates. Faculty thus feel pressure to pass students who should fail and retain students who are not college-ready.
I have many solid working relationships with people within District Services and enjoy working with most District Services employees.  The main issue I have is that I feel that District Services sometimes forgets that we are their clients/customer and they should be providing better support.  District Services is not good at communicating changes they make to forms or processes out to the colleges.  There is also an overwhelming feeling at both Saddleback and IVC that the District did not take in to account our workflow or schedule when planning WORKDAY sessions.  They even scheduled an entire week of workday sessions the 1st week of our Fall Semester.  For the colleges this is our busiest time of year and to expect Sr. Admins. and other staff to be out of the office for long periods of time was not reasonable. 
Orders come down from the District that don't work at the college level...yet are mandated.
There are too much micromanagement going on throughout the district .
SC and District Services reside at the same location.  It appears to me that SC staff have an advantage of having District Services staff at their disposal much more frequently than does IVC. 
It's extremely difficult to get a timely response from Human Resources. Many human resources policies are unclear or confusing, if not outright contradictory. Getting clarification on these questions is often extremely difficult. Calls are frequently not returned.
There have been many times District makes a desicion to implement a working environment that makes our jobs a bit more difficult because of not listening to our requirements, wants and needs.
Lack of trust and not very supportive. Little to no effective communications.
I don't believe District Services fully understands the needs of the faculty and staff of the college.  Due to some programs and services being located at District, the college is very reactionary to issues and unable to bring in necessary technologies to be more efficient and proactive.
My biggest complaint is that it is hard to reach anyone by phone.
I am very happy to be working as a team with all the District's workforce and support our community.  Excellent place to work for!!

15. Please write any comments you have regarding the working relationship between Irvine Valley College and District Services.

It is difficult to contact the District People, specifically purchasing. They will not help when I ask how to correct things in ESCAPE or they give conflicting information depending on whom I am talking to. Often they will give me information I do not need, which again is only wasting my time and theirs and delays completing tasks that are meant to help students. These people have forgotten that their ultimate job is to help the students succeed.
IVC needs to inform their faculty that it is "District Services" NOT "District Supportive Services", which many are now using in meetings and correspondence. It comes across as calculated and an intentional dig at District Services and needs to stop. Sould IVC like to again be referred to as "Saddleback-North"? I think not. This type of behavior cuts at the root of mutual respect and collegiality. And for what gain? To again be put on warning by the accreditors? Let's conduct ourselves professionally and work to resolve issues, not create more.
I believe there is a perception that the working relationship is not very good; my experience is good to excellent.
This continues to be an issue, but based exclusively on what level employee I am speaking with.  When working with district services on a day-to-day basis, personnel is responsive and communicative.  I wish they were more interested in solutions than merely adhering to strict protocols, but that is obviously a response to their charge from those who supervise them.  The further one climbs the corporate ladder within District services, the less solution-oriented these individuals become.  It is equally obvious that district services is not interested in serving the colleges and our students, but is instead more interested in perpetuating their own bureaucracy.
Some time it seems that there is a disconnect between college work and district work. I feel the new rules are enforced by district services without considering if they are easily implementable at the department level at least at IVC.
Somewhat disconnected because of physical distance but most District Services personnel are easily reached via technology and are very willing to help. However, communication with HR is often intimidating.
It seems more and more evident that District Services favors Saddleback's needs over IVC's--this happens in meetings and interactions, and in budget allocations.  It also seems that district doesn't seem to care.  Also, my interaction with some District Services departments, such as Payroll, are marked by an attitude that seems to say "don't bother us" and "We have no real desire to answer your questions or meet your needs."  This is truly disappointing, and my sense is that no one in District Services, and that the Chancellor himself, does not care enough to make changes--they only want to conduct surveys to check off the box for our accreditation agency.
District services seem to have their own agenda and do not tend to support IVC
Most department that I interact with have been very helpful.
Haven't been here long enough to establish a proper perspective.
Although I believe this relationship has been greatly improved through collaborative efforts in the past few years, there often remains the perception that District Services is policing the college.  A clearer definition of roles and responsibilities could help lessen this perception.
I often hear regative remarks about District Services from IVC employees.  The comments are often based on past practices, actions of employees who are no longer here, or things that never even occurred, so the comments aren't true at all.  My impression is that no one (both colleagues and supervisors) in their departments are doing anything to correct false statements.
I think the district tends to listen and get advise from Saddleback and doesn't always take into consideration how things will affect IVC
I have had issues with payment on items that have sat on desks for weeks and sometimes months. 
Same business practices are not applied to both colleges when it comes to contract approvals, Escape approvals and payroll processing.
There are tensions in any organization, but in the working relationship between Irvine Valley College and District Services, HR and IT issues stand out. The current issues with HR involve how long it takes to hire positions (four months is considered extremely fast). In today's job market, such lengthy delays are a big problem in terms of being able to recruit top talent not to mention the impact of leaving positions unfilled for months at a time (five to six months is typical, longer delays are common). HR also needs to provide better leadership on the specific nuts and bolts of personnel evaluation, not so much the general ethos of evaluation, but the specific timing, forms, processes and procedures that should be followed. HR should also commit to providing managers with reminders of when staff evaluations are due.  The issues with IT stem from a difference in philosophies between District Services IT and the College constituencies. District Services IT develops its own vision and pursues its own innovations with nominal input from the College constituencies. The DTC and similar bodies are perceived as stocked with "yes men" and/or input from perspectives that are contrary to those of the District Services IT leadership are simply ignored. District Services IT may feel that this is an unfair criticism as there are many collaborative meetings where input and feedback is gathered. Those meetings tend to focus on the details of a project - not whether that project is the right one to be working on. Getting input on the "look and feel" of an interface is not the same thing as getting input on whether a particular tool or interface should be built (at the cost of not addressing other priorities).  Colleges, on the other hand, feel that District Services IT should be prioritizing their requests and needs, which are often more operational and transactional, and therefore perceived by IT as not important as their lofty transformational goals. This is a critical difference of opinion that drives much of the grumbling and conflict.  We need to step up the collaboration between District Services IT and work hard on developing a truly shared sense of District-wide technology priorities. It's a big job, but it is oh-so important. 
See above
I suspect that IVC is also experiencing concerns with HR's overall responsiveness and performance.
While Academic Chair of the IVC Library, 2005-2011, I worked specifically with Human Resources in designing interview questions, reviewing job applications, and the general hiring process.  Also, I worked directly with Risk Management's *****  ***** when I needed wrist & mouse pads to prevent Carpel Tunnel Syndrome and years later with his assistant in preparation for my 2011 retirement. Most recently, as a retired faculty, I had occasion to speak with Payroll Services and was pleased with their prompt response.  Generally, I found all interactions between IVC and District Services to be normal, cordial, and professional. 
The top down, directive approach is appearing more and more.  The collaborative working relationship that use to exist is slowly disappearing.  Animosity is building.  District employees seem to be focused on their convenience and not the best for the campuses that they support.
I have had an IT problem since April and it still hasn't been fixed.  I got my dean involved and people started working on the problem (apparently nothing was done since a meeting I had with IVC IT miid-May) but it still isn't resolved.
District Supportive Services has obvious closer ties to Saddleback faculty, Saddleback IT, and Saddleback Deans. I have seen time and time again on district committees when IVC is left out of the loop. District offices should be moved to a neutral location in order to foster equality. IVC faculty are often left out from the decision-making tables simply because we are not physically present. We don't get to have hallway and parking lot conversations with District employees to engender closer relationships. This has resulted in favoritism shown to Saddleback faculty on countless occasions that I have seen. I have seen District IT and District HR do things for Saddleback that they never do for IVC.
I also have a good working relationship with the IVC employees I interact with.  I don't see them as often as the Saddleback College employees, but the working relationship is still good.
District board and chancellor need to exercise more oversight over IVC and its rogue administration and less rubber-stamping of every request and recommendation they make.
There seems to be a disconnect between District services and IVC campus activities.  Perhaps, it a misperception about what we do on our campus that leads to misunderstandings and an unwillingness to be nimble and flexible given our timelines and needs. 
Very safisfied
gain, it depends upon the department.
District Services staff rarely visit Irvine Valley College, and typically only meet IVC people when there are problems.  District Services administrators are not familiar with the organization and culture at Irvine Valley College.  Since District Services administrators are not familiar with the organization and culture at Irvine Valley College, the Irvine Valley College perspective is often viewed with suspicion.
There are realy great people at both of these entities...most of the times when there are issues, its processes that get in the way, not the intent of anyone trying to work together.
Almost everything is political - Decisions are not made in best interests of students but in best interests of politics.  this is almost 100% on IVC's side.
I feel IVC is the step child of the district. Our facilities are dirty, not cleaned properly. I request the carpet be cleaned in an area I teach in over Spring Break. Two months after Spring Break the request said it was done. I clearly was not.Mind you it is the origninal carpet form 20 years ago. The campus is dirty with spider webs, gum and needing paint. I don't feel as though IVC facilities are as nice as Saddleback College and the SOCCCD should have pride in Both, first impressions are EVERYTHING.
I interact with Business Services and I find them conscientious and pleasant to deal with.
Help desk often doesn't answer the phone.
The animosity continues.  There is too much red tape.  Secrataries etc.  flex their muscles and make faculty fill out useless forms.
Because many services are located at Saddleback, it is difficult to get a response and have a working, involved relationship because district services are so far.
Our senate elections for part-time faculty representatives were held up for several weeks because District Services failed to supply the election committee with a list of email addresses for part-time faculty so that a ballot could be sent out. This is unacceptable. It took until mid-way through the semester to finally seat our part-time faculty representatives and have a voice in the Senate, because District Services apparently do not think that part-time faculty matter.
There is little accountability between the campuses and district services.  As a result, there is little incentive for the campuses to collaborate and partner with district services.  This leads to conflict and resentment. The college continually exhibit an "us" vs "them" mentality.
It appears that the employees at IVC do not receive as much support from the employees at the District Office and the employees at the District Office are critical of the employees at IVC.
I've had good experiences.
I am dissatisfied with specific parts of District Services.  Overall, the District does not understand that they are present to SUPPORT THE FACULTY at the colleges and instead they have a top down management style.  It's always frustrating...the attitude and approach is never HOW CAN WE HELP YOU SUCCEED ...instead it's more like How am I going to get district to help me do this that and the other thing.  I never feel like I can get District to help always feels like a burden and another hurdle as to how to manage district.  Sigh.
We have had several difficulties with Human Resources failing to communicate effectively or perform as expected during our hiring processes, which has resulted in losing good candidates. This is a serious problem.
same kind of thing as SC and District. We only get to meet IVC staff if ever, by our Classified Staff Development day, and that is if we are allowed to go.
I've noticed that Saddleback Employees are not accustomed to receive updates and regular communication from the district and overlook attachments sent via email.   This happened on a several occasions during the last three weeks. When I told a colleague at Saddleback college that the information she was inquiring about was in the email attachment sent two weeks ago and I was expecting an input, she said they are not used to be receiving updates  or additional communication when they interact with the district. The information sent in the attachment called for  feedback from Saddleback College team to finalize discussed further steps and schedules. I had only one instance of similar nature with IVC.
There have been times when management at Irvine Valley College has tried to 'bypass' District Services by not working closely with them in the Hiring Processes - implementing their final choices during their hiring processes. When this is blatant - which even staff can see, then comes false blame - which causes mistrust between IVC and HR.
IVC is cranky.
Simple location breeds a natural, closer relationship between Saddleback and District Services than is extended to IVC. IT tends to serve needs of the folks they see every day on a regular basis. When IVC gets into the discussion, we "want". Instead of a neutal turf for a project, the startup is often wrapped around the needs of Saddleback and then "fixed" to sort of accomodate the needs of IVC. I feel like we are the stepchild of the District. That said, I feel like it's a really fine family!
IVC and SC are not trying to get along with DS or each other.  Until you change the executives, this will not change.
Communication between the campus and district and vis versa could be improved.
Disfunctional with a lack of mutual respect
IVC can be subversive and introverted. They blame district services' location on the Saddleback campus for any shortcomings. This is unsubstantiated and irrational and diverts attention and funds from more important efforts that would serve students. District Services and IVC need to work together to identify what any real issues are then formulate a plan with goals to address the concerns. Spending millions of dollars to relocate a small group of employees is a waste of taxpayer money and only satisfies a political agenda without thought to long term consequences to staffing needs and ongoing costs.
great collaboration on the new waitlist system from my standpoint.
Some IVC faculty and managers continue to make disparaging remarks about District Services and seem to be unaware and unappreciative of the work done by District Services to support the College.  People talk about transparency, collegiality and respect but there is absolutely no accountability.
Irvine Valley College has focused on improving the professional interactions with District Services.  The dialog has increased substantially. The understanding of roles and responsibilities are becoming better understood and respected.
Classified are more than happy to assist in any request
Efforts to use Lifesize and GoToMeeting have reduced the frequency of meetings I'm required to attend at the district. There have also been improvements in the turnaround time for HR to facilitate hiring of vacant positions. I hope that EEO representation by administrators and managers will continue if it helps to improve hiring turnaround times.
District administrators are open to listening to problematic issues, however, the issues never get resolved as administrators are only concerned about covering for one another's incompetent actions rather than addressing an issue in an attempt to resolve it. This behavior leads to mistrust and lack of respect for the administrators, involved, and results in low morale and poor work productivity amongst classified staff.
I am not sure if district services include human resources.  Since I am new and I had a lot of questions and the HR people were very helpful. 
The Payroll Dept is amazing. Courier service is excellent.
IVC is second on the District's mind
My experience getting call backs and/or responding e-mails from Payrsoll personnel has been VERY frustrating.  Additionally, payroll staff is not willing to look up (maybe calculate) annual salary prior to the last month or two of the year.
The comments above also apply here.
There can always be improvement in working relationships. Sometimes it appears that District Services staff want to dictate rather than find workable solutions to issues.
purchasing seems to love to put up roadblocks whenever they choose to slow down the purchasing process. They take so long to process and order, sometimes our quotes expire.
While some committees are very good at alternating locations, others are not.  Consequently, a disportionate number of meetings scheduled are located at Saddleback/District Offices.  IVC administrators, managers and staff spend far more time traveling to Saddleback than do Saddleback/District Services spend traveling to IVC.  In this past year, I participated on a team with faculty from both colleges.  When a meeting was scheduled at IVC, and a long time Saddleback instructor got lost because this person didn't even know where IVC was located. This issue has a productivity/budgetary impact on the IVC campus and inadvertently creates resentment.
I am new to the campus and trying really hard to contribute and to follow the rules/regulations, etc.  I seem to get a lot of negative/unfriendly responses from the individuals that work at the District office (more often than not).
do not feel respected or valued
Unfortunately many of the processes we use on a daily basis have become over-burdened and extremely slow forcing the college into a very inefficient mode.
College administrators and faculty members are disrespectful and dishonest in their dealings with District Services.  IVC continues to avoid collaboration with District Services while administrators and faculty complain about being treated differently than Saddleback. IVC leaders have been vocal to the point of rudeness about their desire for District Services to move to a separate location. They don't seem at all concerned with the costs to taxpayers and increased inconvenience to employees.
Overall, I believe great strides have been made to improve relationships between IVC and District Services, which would have warranted a good response. However, the reason for the fair overall assessment is because changes are made at district services level that are not communicated. They are discovered after the fact and by word of mouth. It can be frustrating. When asked for a process or written direction, none is provided. So the verbal direction is subject to interpretation because there is no written directive to review. 
Overall it is good however recently some faculty members have begun referring to "District Services" as "District Supportive Services".  This is an obvious attempt to minimize our role in the district and it's also inaccurate and disrespectful. 
Payroll is responsive. Hiring processes usually strong. Delays make the process a bit stressful.
not applicabel
Long story short, the relationship IVC has regarding ATEP.
IVC does not care how District calendar issues effect on Nursing program, athletic, and veterans and want a longer winter break for travel purposes.
The working relationship between IVC and District Services has improved in the last few months. Whatever the Chancellor is doing to improve the atmosphere and the working relationship is working, at least on the surface.
HR is sometimes slow to process newly hired part time faculty.  Fingerprinting, background checks and whatever else they do takes way too long.  Newly hired adjuncts need to be officially "hired" in order to get email, access to MySite, Blackboard, etc.  HR needs to do a better and faster job
At IVC we have to wait for someone to call us back.  Human Resources will not write anything back in an email.  In order to get things or have a meeting with SC or District we usually need to drive to them which we lose at least an hour and half in travel and parking time.
Questions are generally answered in a timely manner. Issues with check dispursement and payments, travel and contracts are very difficult to navigate and get paid for expenses in a timely manner. Having to use your own money and continully calling to get checks processed is not appropriate.
The district needs to be more vigilant on the operational occurrances that take place here at IVC on the day to day, especially in some departments. They need to do a review/evaluation of the college president's work, leadership, administrators and managers.  There seems to be favoritism for new employees and it almost appears as though the district or IVC is trying to strategically get rid of the seasoned employees.  Also, how is it that newer employees are favored to be reclassified and have their positions upgraded and there appears to be so much oposition for employees who have been at this district longer. Additionally, why does district allow Saddleback and IVC to appoint indviduals into positions of management and higher directly without annoucing positions or posting them.  Your hiring process is vetted.
Relationship is good...District Micromanages financial policies
Employees seem unhappy -except for the ones that are kissing an administrators butt.  See temporary or interim administrator or manager.
My chief complaint is that district leadership seem eternally oblivious to serious leadership problems at IVC--all of them stemming from the disastrous and incompetent leadership of ***** *****. At IVC, there exists an atmosphere of fear owing to the bullying permitted at many levels. Chief bully: the VPI, but there've been others (e.g., Mr. *****, VC *****, et al.). On the surface, collegiate collaboration occurs. In reality, ***** and ***** always get exactly what they want, which is unfortunate, for neither has a clue what a college is. ***** is no kind of academic and runs the college as though it were a business or military operation. To the extent that faculty are genuine academics, to that extent are they utterly appalled by *****'s actions and policies over the years.
There is a problem with distirct services being located at Saddleback - it creates problems, especially with HR.
In general, IVC staff do not perceive their opinions as valued by District Services.
The district does not take part-time faculty issues very seriously when we make up more than half of the District employees.
In September I followed the letter of the (college) law by simply asking a student claiming a special need a question. I did not say the student could not attend class at any point, and never received any notice of accommodation; indeed, my dean forwarded a note to say I should NOT accommodate such a student without an initialed letter. This student presented no documentation whatsoever that she had a permitted service animal although given ample opportunity to do so. Her complaint has affected my very livelihood with two of my second 8-week classes pulled, and thus 40-50 other students as well! I feel very unsupported by this system. Why do those professors charged with illegalities get protection and I do not?
Irvine College has not regarded the district calendar in the student's best interest. It seems personal faculty "vacation" time has superseded student / community benefit as well as other programs impacted by changes they are pushing.  Very selfish on faculty part.
My only insight is based on emails and word of mouth in IVC faculty meetings on some specialized topics, such as construction of the new A-400 building and IT issues. 
The district is out of touch with the ramifications of imposed changes in policies and retro-active decisions.  They do not train or alert people of the changes made they decide UN-uniformly to return documents that are sent in by according to prior regulations.  This costs delays in things getting accomplished and people are chastised for not following procedures.  Part-time faculty were recently promised stipend pay and as of yet their first payment for the Fall term has still not been paid due to sudden and retro-active enforcement of the affordable care act. advisement with administrators, district and IVC financial personnel was done prior to submitting the stipend request prior to the start of the fall term.   In addition, the "one size fits all" way of operating seasonal employees has hindered the ability for the PAC to support the events properly, that had been planned and already in works prior to new 25/hr rule now being enforced beyond what the government requires.   Several people that had been hired and given contracts - that now are not being honored.  This has jeopardized the ability to keep staff who have worked for IVC for many years.  
We mostly work with Business Services at District. My biggest complaint with working with this department is the amount of physical paperwork that are required to be submitted for various transactions. We are hoping that the new Workday system will alleviate this issue.
Human resources does not place the interest of the faculty member first, but rather it seems the interest of the financial state of the institution. HR is supposed to be a department that is geared towards representing the needs of the faculty and staff rather then the fiscal issues of the district. It seems that there is a conflict of interest and a very unhealthy perspective on how they deal with and communicate towards their peers.
I've had a very positive experience with all aspects of IVC.
The fact that the least responses came from faculty reflects the fact that faculty have no time to answer emails and are busy keeping the college going. If the district wants to be useful then maybe they should make themselves more visible in more important things. I have been asking to get the audio visual equipment fixed in BSTIC 101 all semester and can't even get a hold of a tech support person during class now. The person who does the scheduling keeps messing up on the early college courses and also double booking my room during class time for academic senate meetings. They keep blocking off the faculty parking lots so the board of trustees doesn't have to walk far to go to a stupid basketball game. There are no faculty lots, just staff lots, and part time faculty have to go from campus to campus and the lots are full with 9-5 workers.
The hiring process, student travel, club activities, and faculty reimbursement processes are fraught with impdediments.
The relationships continue to demonstrate behavior of distrust and the desire for district services to take a "supportive" role. Continued behaviors are not respectful of the leadership from district services.
Information flow is good.... pribkens are solved quickly.... Employees are respectful and concerned about doing quality work and giving accurate information
Inadequate support at District level to maintain high levels of instruction established at Irvine Valley College.
Excellent in terms of collaborating against those that either IVC or the district wants to get rid of.
I hear nightmare stories about how abusive the IVC President is too. He went after one of the nicest, most professional women there last year, because she wouldn't break the rules and let him do whatever he wants. It's shameful. Nevertheless, as a spiritual man, I am sure that he'll reap what he sowed.
The hiring process at IVC is rampantly corrupt. There have been ongoing concerns raised regarding unfair hiring practices that have been ignored. For example, the recent hiring of the senior administrative assistant for IT was highly questionable from the start. Complaints have been made, but the district continues to sweep it all under the rug. Evidently rules and procedures are not being followed and the district continues to make it difficult for the union to represent its members.
Management at IVC have been allowed to discriminate, harass and abuse their employees. Most are fearful and those who have had the courage to bring these issues to light have been punished and retaliated against.
In reality, both colleges hate the district and each other.
arbitrary decisions; no concern for impact
It is more collegial that between Saddleback and District. However, there is still tension at times depending on what the college is trying to ram through and their perception that District is always saying no to them.
IVC is probably in the same position as SC.
My primary contact is with payroll, and staff has been helpful in the past.
I have no idea.
I hear that the morale at IVC is poor too. The administration at IVC is overbearing, vindictive, and abusive. Of course, faculty and staff are too afraid to speak up, because, if you do, you get fired! Just ask the wonderful lady that used to work her butt off putting on events at IVC . . . *****. If you do the right thing, but it goes against the unscrupulous goals of the president and VP, you're toast. No questions asked. If you try to stand up for yourself, the district joins the attack, lies, and manipulates data to cover it up. The board ought to be ashamed of falling for these tactics.
Faculty and staff at IVC are now referring to District Services as "District Supportive Services" verbally and in correspondence. They need to discontinue this behavior and stop taking "digs" by continually using this term. Would IVC like to again be referred to as "Saddleback North"? I think not.
The expertise and experience of College employees are not respected by District IT.
no comment for fear of retaliation
 The district goes far beyond what laws are and thus create unnecessary chaos, extra work, and they are change policies continually without regard for the ramifications to IVC functions, facullty, staff, and students.  There is an expectation to know the changes without training also.
The district tends to implement new policies without input, timely notifications, without training, and without regard for the ramifications it imposes on individual schools, programs, faculty, staff, and students.  
District services is extraordinarily helpful; professional, polite, efficient.

17. Please write any comments you have regarding the working relationship between Irvine Valley College and Saddleback College.

I have yet to understand why we can't get along better and collaborate on more initiatives. There still seems to be a very competitive nature between the two colleges, and I would prefer to connect with my IVC colleagues to better serve our areas more dynamically.
There seems to be competition between the Colleges, sometimes.
It starts at the college presidents. IVC appears to have a major grudge against Saddleback and District Services, yet I don't see any effort to resolve whatever issues they may have.
It may be getting better!
The presidents of the two colleges impede collaboration.
Wish there was less competition between sister colleges. More good could come out of working together rather than against each other.
Saddleback continuously shows its disdain for IVC whenever it can--in discussions of district-wide technology decisions, academic calendar, and respect for IVC's program.  District services and the Chancellor's office are only to happy to condone this disdain and to support it by their lack of action on IVC's behalf.  IVC is a growing college and Saddleback is shrinking, yet, for example, this year hiring of full-time faculty seems to be allocated 2/3 to Saddleback, and 1/3 to Irvine Valley.
Competition still exists between the colleges and there have been alot of negative comments coming from the IVC president regarding Saddleback.
There is often competition between the two colleges with upper level management.  It would be great to see more of a climate that we are all part of the same District and work collaboratively.
SC seems to be threatened by the growth at IVC
The idea of growth without subtraction should be further discussed between the two schools. One school should not grow at the expense of another.
There has been a great deal of effort expended on getting the colleges and district to work collaboratively and improve relations, and I believe this has been relatively successful.  Still, I continue to hear comments that IVC is treated as second place to Saddleback or as the step-child college.  This may be the culture that has carried forward with IVC over the years, but I feel it's time to move beyond this belief.
Some areas of the two college's work well together and share ideas.  Other areas their is no communication or sharing odf ideas.
In general, the relationship is pretty good on most levels. Clearly, there has been some tension around service areas due to declining enrollments at Saddleback. It is a problem that we should work together to figure out.
Student Services areas and some academic departments work great across colleges.  There appears to be significant challenges (i.e. trust, collaboration, respectfulness, etc.) between Offices of Instruction, College Presidents, and other college departments.
The perception is that Irvine Valley does whatever it wants, regardless of whether it is also good for Saddleback. They broke away and did a different finals schedule, for instance. Calendar issues are also huge.
Human resources has some unmotivated employees and outdated processes that hinder hiring qualified people.
Tensions between presidents, and now Senates, weakens our ability to be a district. We are all district employees assigned to one of 3 places. Solving this problem might help with helping students achieve their goals, keep them on track to complete what they start, keep enrollments up and lessen tension.
Meetings take place and it is agreed upon by both campuses that consistency will be key.  Then Saddleback does not follow this line of thought.  I see this in my division (I work at Saddleback).
I can only address issues regarding the occasional personality problems between IVC librarians and Saddleback librarians.  In years past, there was unacceptable tension between the two groups in my opinion.  Primarily these issues revolved around simple common courtesy.  Saddleback librarians would seek IVC librarians' assistance in locating library resources for Saddleback students and IVC librarians would respond appropriately, but when IVC librarians sought similar Saddleback librarian help, IVC librarians were often informed they needed to contact another department within the Saddleback library.  This earlier animosity is now mute since the librarians in question are all now retired.
Relationships differ by department.  Some work very well together, others look for opportunities to stab the other in the back.
Increased completion for enrollments has increased the sense of potentially destructive competition between the colleges. 
IVC president repeatedly badmouths SC president.
I have good relationships with faculty and administrators at Saddleback and am unaware of challenges between the sister colleges.  I think we could collaborate and get together more frequently to ensure collaboration and understanding between the colleges. 
Very safisfied
The upper administration at the colleges is often competing and doing so without full knowledge of what is occurring at the programmatic and mid management level. This leads to unnecessary time spent on infighting and away from our students. Also, we should have clear direction and guidance on district planning (growth, program offerings, professional collegiality, etc.) from the BOT and district rather than fill that void with incorrect information and combative competition.
There is too much antagonism between the administrators at the two colleges.   If and when the administrators at the two colleges collaborate, there is synergy and success.  When they compete, both colleges lose. The faculty at the two colleges usually are aligned or can work out their differences, except when used as pawns of their respective administrations.
The leadership at IVC is not committed to a collegial relationship with SBC.
There just doesn't seem to be a willingness to truly work side by side...its as if folks are always trying to grab an advantage, whether it's a financial one of just some underlying issue of being competitive.
We, in the International Languages Department, have a great relationship with IVC. Amazing professors!
It seems to me that the District could work harder to create more of a team approach between to campuses rather than perpetuate a competitive relationship.
Not as collaborative as I would like it to be regarding programs and services being offered to our students.
dysfunctional.  Appearances are made to look collegial but that is it.
I am sure there is more we could do to improve links with our sister department at Irvine Valley College, particularly amongst the classified staff. We currently have an informal meeting once every two months to chat and brainstorm together.
the discipline experts from both colleges work extremely well together.
While the two Presidents pretend to be friendly in public, one of them openly shares his disgust and distain for the other during meetings at his campus, so the systemic problem still remains.
At my position I may not see the relationship as others might but I would like to see more consulting between the colleges especial in student support services.
The department I work in I hear disparaging remarks constantly about the counter part employees and their practices. I personally don't interact or know, however it is seemingly a point of overall continual contention.
I think the Classified work well together throughout the District and College Campuses.  Quite frankly, i believe it is the Administration that may not get along as well between the colleges and district.
In math area it is hard to coordinate with them.  They want to do what they want without compromising most of the time.
Again, not much interaction between campuses. Even different curriculum!
Saddleback College and Irvine Valley Classfied Staff have a good working relationship.
They can't seem to agree on ATEP, sadly. I still don't think the issue has been resolved satisfactorily.  Academic calendar issues are always a problem.
The colleges publically appear collegial however their actions when not public are not collegial.
too much unhealthy completion.  This is very unnecessary.
At least with regards to my department (Dance) I would like to see more interaction and support between the two campuses.
Too many instances of competition between the colleges.  It's getting better but it still happens way too often.
I have experienced examples of great/meaningful interactions and I have experiences times when individuals at IVC misrepresent situations and/or refuse to take ownership of their part of a project or plan.
Saddleback appears to 'play well' with IVC until it's time to for Saddleback to do what they want and then they ditch IVC into the dust bin.  There is no attitude and approach of 'we are a team'.  For example...Saddleback wants to 'go beyond' the El Toro road and increase their area of outreach...Saddleback doesn't get it...IVC already has to deal with Santa Ana, Orange Coast/Golden West and North OC districts and THEN we have to worry about Saddleback encroaching on our area?  COME ON...give us a break...and that is just a typical example of Saddleback being selfish and greedy. 
From what I have been able to gather in the last few months, the colleges compete against each other.
I imagine there are fantastic people who work at our sister college, but there is little opportunity to meet and work with them, and differences in our courses, practices, and expectations for the students seem to result in rivalries rather than collaboration when opportunities do arise. During FLEX week activities, for example, I have noticed a pattern of IVC personnel attending sessions led by IVC people, and Saddleback-led sessions being attended primarily by Saddleback personnel. In my experience of attending panels across the board, I felt less welcomed and less likely to be engaged or invited to participate by sessions presented by Saddleback personnel. These practices limit our ability to develop effectively as faculty, and ultimately diminish opportunities to help our students.
Despite the improved relationship between the sister colleges, there still seems to be a "rivalry" between the two. Hopefully with the various objectives outlined in the 2014-2020 district-wide strategic plan, this will improve.
There is an unhealthy even sometimes toxic relationship under the surface between the two schools. Saddleback in its role as the older sibling and IVC in its role as the up and coming campus leads to some unhealthy situations when decisions involving both campuses are concerned. Sometimes it feels as if IVC is confrontational and stiff necked in its decisions making and shared governance’s areas. Whereas Saddleback can be a little condescending in its governance interactions towards its sister college and its stand on certain policies.
Most of my dealings with IVC personnel that I have contact with has been generally satisfactory.
It appears to continue to be difficult to be supportive of each campuses goals while being non-competitive despite a lot of focus and attention on this issue.
Excellent in my particular area
Saddleback employees have been bullied and given a difficult time over service area issues, and then tried to assign blame to Saddleback College. They appear to want to grow to be the same size as Saddleback College at Saddleback's expense. When asked by the Chancellor they indicated that this was a non-issue, and that all is resolved. Then individuals begin to create friction again.
Since the two campuses must share finite resources, the relationship between the colleges is inherently competitive.
They are not on the same page and often confuse instructors with policies, etc.
The competition between Saddleback College and Irvine Valley College has risen to the level of absolute absurdity. The competition starts with the college administrations, and the effects trickle down to management, faculty and staff of both campuses. It is evident in the committees of shared governance and representatives from each college become 'territorial' over funds and projects. It does not serve well for either of the two educational institutions - who are allegedly 'sister' colleges.
They operate separately and differently; therefore, there is a disconnect between the two.
IVC is cranky.
The "line in the sand" for college outreach services is ridiculous and inappropriate to our mission. High school students in our district get to choose where they go to college -- or community college. To limit information and interaction to only the community college located on the same side of El Toro Road that they are, is ludicrous. We should not be competing with each other. To do so is detrimental to our students.
Any cross-school meetings go well.  It just seems we don't have a lot of need for cross-school meetings.  It does appear at times though that Saddleback is more represented in membership for district wide involvement.
IVC and SC are not trying to get along with DS or each other.  Until you change the executives, this will not change.
Communication between the campuses could be improved.
IVC has an ongoing agenda with the services boundary that doesn't make logistical sense, as well as actual versus targeted enrollment numbers and reimbursement that ignores the huge cost of the CTE programs at Saddleback.
the Academic calendar has been very problematic to many divisions at Saddleback College since IVC decided they wanted intercession in January. The Athletic, Transfer, Nursing and our Vets are very adversely affected and IVC continues to push its agenda fro intercession. Something has to be done.
There are little wars to grab funds for equipment and software licenses.  There needs to be a clear definition of assets to be split between the two. And one college is bigger than the other.
I don't know overall, but the honors programs work well together, and we cooperate in supporting student research.
Disfunctional with a lack of mutual respect.
Improved but still too competitive. Saddleback has made big improvements in thinking and acting district-wide. IVC tends to think more about itself. Saddleback includes IVC in much more than IVC includes Saddleback.
It's like watching a cock fight.  They both come out strong but in the end, there is always a bloody loser.  The competition between the colleges continues.  When the presidents are in the presence of their peers, they always seem to get along.  As soon as they go back to their corners, the competition begins.  There still is lack of mutual respect between the colleges.
Is Saddleback now copying IVC like there is a competition for the same students.  If they just put have that energy in working on their own projects for quality and work productively and posititively while reducing uphill battles, there might be programs that we all can be proud of instead just not knowing what is going on.
Both colleges are working collaboratively.  Communication has increased significantly.  The sense of negative competition has been resolved.
Too little contact to comment
It's an embarrassment that the TWO COLLEGE PRESIDENTS CANNOT PLAY NICE IN THE SANDBOX. SHAME ON THEM!!!!!  Their behavior trickles down and has an extraordinarily negative  affect on staff.
Professional collegiality appears to be improving on some fronts, lagging on others.
In my area, it's critical to work effectively with Saddleback since we share one student information system (SIS). We have a strong working relationships with our counterparts at Saddleback.
Tension is ever-present
I work with one instructor from Saddleback and I am not sure if that count for something.  I wish for more and maybe that will happen in the long term.
Irvine Valley has of late set out to undermine Saddleback College in several working partnerships. ***** ***** seems to be the instigator. Furthermore, Saddleback efforts to support partnerships are not appreciated and staff working directly with IVC representatives have been spoken down to and information provided disregarded.
There is not enough communication and or collaboration.
The Faculty and Administration seem to make the campuses one of competition rather than collaboration.
Between Classified it is great, but not so great with the other groups.
I am not aware of the working relationship between the two, but I often have IVC students in my Saddleback classes. They have issues related to IVC that they expect me to be familiar with, such as their required classes or transfer issues. I would appreciate knowing what IVC expects of me as a teacher at Saddleback teaching their students.
I personally work very hard to collaborate with saddleback. I do not see the replicated anywhere else. the leadership of both colleges must take responsibility and work through their own issues in order to pave the way for faculty to do the same.
I hear of challenges and all appear to me to be petty and myopic. These are leadership challenges that could be corrected by proper planning and attention at the highest levels. It should be a priority to create a synchronized District that serves the region, not two colleges and a District Services office. So, plan and put forth an Irvine Valley College brand that addresses specific regional needs and do the same for Saddleback. There is no need to compete. 
in my 23 yrs I've worked with people from saddleback once to help build the overhang at the old IVC maintenance yard.
We are suppose to be "one" body striving to attain a higher standard and setting the benchmark for ALL other community colleges to strive for - yet - the two campuses are in an unhealthy competition with each other - instead of networking ideas and programs. Can't really have an effective and productive strategy of "Student Success" with that type of environment going-on.
Comments here at SB about IVC are not favorable.  When interviewing at IVC because I am temporary, the IVC comments were not favorable towards SB
Although there are times when we are competitive, I feel that for the most part we are trying to work well together. Sometimes there are conflicting interests and goals.
I don't believe there is always collegial dialog between the colleges.  The friction over service area is a good example.
There is a very philosophical difference in student first and student success.  One prime example is the calendar is all for the convenience of social and behavioral science  and liberal arts faculty. There is a blatant disregard for colleagues in both colleges.
We have discouraged by upper management not to work with Irvine Valley on many projects, draft board policies and other district projects.
The presidents pretend to be collegial, but act differently behind the scenes.
The answer to this question varies depending upon department.
I hear negative comments, but have no personal experience.
The rating is poor only because it doesn't seem that there is a working relationships between the colleges.
This was a hard one to answer because I have found the Admissions Office at IVC and their policies horribly difficult for students to work with and when I try to call and help the students, IVC personnel in Admissions are just terrible to work with. Not at all pleasant for students to work with. As far as the other staff at IVC, I have found them to be very helpful.
I speak with so few from Irvine Valley, but for those I do know they are professional and friendly.  We are so separate though in so many ways that we really don't have a lot of communication.  Lack of communication is a central thread throughout both campus'.
comparable departments enjoy a collegial relationship
They are interested in themselves and not what is best for the is all about how much money can they get and they flat out lie at the exec level to the BOT to get what they want.
IVC needs to get over their highly competitive and self-serving nature.
Irvine Valley is always in competition with Saddleback.  There seems to be an attitude non-cooperation on the part of IVC.
not applicable
We should just split and have two separte districts.  That way they can do their thing without it affecting our students and timelines, start dates, end dates etc.  The two colleges do not play well in the sandbox together.
Budget model. "Projected" vs "actual" enrollments.
The two colleges seem to have very different cultures, but this is not the main problem.  The main problem as I see it is a lack of fair and open dealings with each other (too much behind-the-scenes positioning and attempts to manipulate the outcome through inappropriate actions).  In particular, I have personally witnessed a number of occasions in which Saddleback College managers and administrators extended an open hand of collaboration to IVC only to be undermined by IVC management in the end. 
The overall feeling is that we are always in competition with each other.
I don't have a lot of information about what our counterparts at IVC are doing.  For example, they change their courses, pathways and sequences, and we rarely hear about it in any formal way.  Sometimes their curriculum changes affect our students' options, and it would be nice to hear about it directly rather than through hearsay.  There are few mechanisms in place to encourage counterparts from the large departments on both campuses to meet to discuss sequencing, pathways and curriculum. 
IVC perhaps because it is the smaller campus has taken to bullying tactics and holding up the process of smooth working of the campuses
There seems less meaningful contact between the two campuses now, as compared to 5-10 years ago.
WE don't communicate at all. Why don't like department staff meet and discuss how each one works????
While I noticed some improvement, the two colleges can do better at improving their working relationship. The fierce and brutal rivalry we witnessed last year seems to have died down this fall.
I think Classified employees work well between the colleges but there is tension between Administration.
We are both very busy which does not allow sufficient time for collaboration and joint issues or concerns.
I feel most are fine however I do feel the faculty is at times very rude and not easy to work with. There are some that feel they should be treated differently and this is not ok all should be treated with respect and kindness. There is a great lack of kindness and this should be looked at. No one should feel they are treated disrespectful and that no one cares about their feelings or just that they are as important as others.
It seems that the leadership is a network designed to secure the jobs of IT, VP's, Deans and Managers. They all protect each other to keep their jobs.  So in essence they all get along well at the expensive of the classified staff.
Calendar, them trying to take more money out of the DRAC system
Do we plan with them in development of new programs that serve the community?  Does serving the community even come into play?  Why is it that we have the equivalent positions for everything except for a few areas and they are such a smaller campus.
Saddleback College seems to have settled into turfs won and defended at all costs--and a remarkable focus on salaries and benefits above all other things. IVC faculty often seem to be concerned about matters of principle, and the securing of "best practices," and these emphases generally go nowhere with our colleagues down south.
Saddleback unilaterally decided to stop offering student services to students with IVC School of Records, while we continue to serve any students of the district.
There isn't much interaction between departments within the science.  There could be more, but that would really be up to the individual departments.  This could be what's left over from the old days when the school was split.
There seems to be an unhealthy competition between the two colleges.
I think the competition alleged between the two colleges is not necessarily accurate or understood in context.  Perhaps more is made of it than should be.
There is a feeling of us verses them.  There seems to be a power struggle between the two schools.
The two Child Development Center staff have basically no communication between one another.
I believe there should be more cooperation between departments at both campuses.
It seems with the Emeritus Institute, the Board of Trustees doles out a lopsided amount of funding so while I get full OSH for my Emeritus courses at SC, we're on a hybrid system with Community Education at IVC and, basically, I get only 2/3 OSH during a normal session plus the sessions run only 8 or 12 weeks instead of 16.  Now when I started with IVC nearly a decade ago, the systems were identical. I actually turned out a good assignment at SC to not burn my bridges with IVC, but supposedly IVC Emeritus has weathered the storm. Still, my classes have not been restored to what they had been.
See Above  Very poor consideration from Irvine Valley of impact of calendar on Nursing Program
I always hear good things in faculty meetings about joint enterprises, but too little to have a firm opinion
We only work with one department at Saddleback College and have a great relationship with them.
The only interaction I have seeing the interaction between the two colleges is working on the calendar and I feel it is very tenuous situation and there is very little collaboration with each college only looking out for best interest of itself without looking at the district as a whole.
The top admin at IVC view their counterparts at SBC as threats.  There is no attempt by higher management to work in a collegeal manner. 
I am new to the full time position and there appears to be a great deal of animosity between the two campuses.  Policies and procedures are conducted differently but it seems that there could be a more efficient way to work together. For example, Saddleback won't see IVC students for counseling if their school of record is IVC; however, IVC will see Saddleback students. Bottom line, is the student receives the brunt and that is unfair for the student.
The Colleges work well together.
I know nothing about how things might really be, but I was a student of both Saddleback and Irvine Valley (back in the early 1980's) and I do recall some tension when Irvine was originally opened...
On the faculty level. Not so good on the upper administrative level.
There is such autonomy between the two institutions which does not encourage collaboration, but instead some competitiveness. Greater collaboration might result in some cost savings and greater intellectual gains.
I wish there were more interactions between faculty of the two colleges.
The departments in my area get along VERY well! We have good working relationships!  It seems though that outside my department, there is animosity between saddleback and IVC... I'm not sure why
Discrepancies in curriculum between campuses in the same district causing student unpreparedness; lower expectations at Saddleback contribute to inadequate preparation for college-level classes at IVC or four-year institutions.
Although the district and college try to pretend that there is no animosity between the two entities, it's stronger than ever!
Even though the college Presidents act friendly in public, they privately ridicule one another in open forums.
IVC hates us and we don't care for them either - too much competition. Also, the leadership at both is lacking. The President's hate each other, but pretend that they don't. The truth comes out in meetings though. Perhaps they should be recorded and posted along with the agenda and minutes. That way, you would get the true story.
Rivalry between the two campuses is at an all time high.
Really? You have to ask? Time an again, discussions are had about getting along, however, there are no tools put in place to cement the desired behavioral changes. They could start by embracing accountability on both sides, rather than blame.
There are internal program conflicts that IVC is forgetting that we belong to same District.
I feel all the issue stem from the Presidents due to compitition.  If those individual would get their egos in check and let the rest of the people at these excellent institutions do their jobs life would be good. 
I continue to hear a lot of derogatory comments made by administrators and some employees about the other college.
The relationship between the two colleges is worse than ever. Don't be fooled by the hype.
There is a noticable lack of mutual respect. I see this often in meetings. Most of this comes from certain department managers and faculty.
We could go much further if we were united in our approach to the world, business, students, faculty, etc.
The impression at Saddleback is that IVC does whatever they want. They added classes when the directive was not to add. They consistently push for a late start calendar in spring, even though that will adversely affect the Nursing Program and Veterans benefits. They changed their final exam schedule without consideration for Saddleback. I don't necessarily have a problem with all this autonomy, but don't force Saddleback to use the same calendar. The separate colleges should have autonomy as much as possible.

18i. Please write any comments you have about administration throughout the district.

Let's hire more administrators/managers
There is a current of disrespect and bad-mouthing that appears to be growing.
My perception is that this varies by department. It some cases, some departments are a "Disagree".
I understand the survey was created as a response to previous accreditation reports on the lack of civility and the cultural climate within the District at that time.  But how individuals treat one another is not the issue of highest priority any longer.  Instead, it is the systematic and relentless manner in which district services either fails to consult with end-users of their services, or if they do, ignore the data they gather.  The relentless empire building and self-promotion does nothing for our students, and hinders our ability to serve students and increase student success.
Administration seems to be retaliatory and petty rather than collaborative.  The responsibility lies with the Chancellor, who is charged by the Board to run an effective District, but who seems satisfied with the atmosphere I have described.
No comment
My Division Dean does a great job informing us what happens within the District.
We're moving in a good direction. Maintain interaction and involvement between the faculty and administration so as to foster respect and trust.
Administrator's DO NOT CARE about working relationships between Classified Staff and Faculty.  If there is confrintation, they do not solve the issue.  They always place the blame on Classified Staff.  For example, if a Faculty member is the cause of unrest in the department, the Administrator always blames the Classified Staff for the reason why the Faculty member is behaving that way.
Administrators should set the example for civility and respect.  I don't believe that is currently the case with some administrators.
Administrators and managers need to set the tone and model respectful behavior for all employees and address bad behavior when it occurs.  We are all compensated very well to do our jobs, but nothing ever seems to happen to the high level employees who don't.  Also, we are always told that there isn't enough funding to add staff; however, there is always enough money whenever Business Services needs more employees, more equipment, more food, more anything.
I am just not sure about administration's ability to make decisions that are best for the students and faculty
I hear the terms (respect civilitiy) discussed at meetings and forums, however application of the behavior is lacking.
I have had incredibly unprofessional treatment during my tenure.
The question on civility and respect is hard to respond to because most administrators do encourage civility and respect (or at least don't discourage it), but there are a hypocritical few who persistently operate in underhanded ways (and, let's face it, it is not always just "administrators"). And it only takes one bad apple to spoil the bunch. So, this is a tough one. Do we have the will and the policies/tools to really identify and discourage bad behavior? For as long as underhanded methods appears to "work", they will continue. It is a shame that the majority of good-faith actors need to be under a cloud because of the unethical behavior of a few.
Despite focusing major "attention" to increasing collaboration and respectful interactions across the district, major issues still exist.  There is a lack of trust and collaboration... there is a lot of talk and "plans"..., but very little has been accomplished over the past few years.  Departments/people that were collaborative/etc. a few years ago, continue to be. Departments/people that failed to be collaborative/etc. a few years ago, continue to be as well.
Respectful interaction happens a lot but there is still too much disrespectful interaction that's tolerated or even encourage in some quarters.
Administrators seem quite overwhelmed with what is being asked of them. There are not enough hours in the day to adequately address it all. So many meetings! We keep hiring more, but we don't need more administrators.The ones we have need to narrow their focus and really prioritize where to place their efforts to be more efficient.
Often a mixture of talking a good line but then ignoring what they are asking classified and faculty to do.
While most administrators know what to encourage as professional behavior, and what's best for students, they lead in a very different (opposite) manner.  Most times it's about politics, getting ahead, making themselves look good, or building their division to make it larger, rather than to improve student success which is the main reason we are all here.  It's my understanding that the main focus should be on student success and to ensure students have the best possible experience while at Saddleback.  Fostering a positive educational institutional environment helps students feel relaxed and at ease as they enter their first couple of years at college.  Instead, staff often feel stress and fear when coming to work because of administration's poor communication, ill representation of staff, and poor treatment of staff.
Often District Administrators do not fully know or comprehend what occurs directly outside their particular "span of control."  Efforts have been made by administrators to visit or meet with their respective subordinates, but "once a year" meetings with different schools doesn't provide a really transparent viewpoint.  Most administrators rely on their Deans who in turn rely on their Academic Chairs to get a working perspective.  Perhaps there should be instituted (1) quarterly personnel reports, (2) school/department budget presentations, (3) school or departmental monthly reports covering a gambit of teaching skills, faculty attendance/office hours, & extra curricula activities , and (4) joint student and school/department assessments, especially those involving "faculty/student career mentoring."  In this way, IVC, Saddleback, ATEP, and District will not only fulfill their teaching mission, but tactically demonstrate the overall benefits of higher education and such processes will eliminate the need to "scramble" when the "Self-Study and Accreditation" process begins.
Most understand roles and responsibilities, demonstrate effective leadership, and encourage respectful interactions, with a few notable exceptions.
These were hard questions to answer as each administrator has his/her own relationships and handles situations in their own manner.  There are times and people who encourage collaboration, but those who do not are often the loudest and seen the most.
Seems to be a sense of hesitation among Saddleback faculty to address issues a sense of apathy or frustration exists.
Many administrators are busy doing good work in their area, but, there is a silo effect and much of the work being done is not assessed or measured against the District's strategic plan.
"Encourage" and "practice" are two very different concepts, especially if encouragement is superficial and not consistently put into practice.
Some administrators are wonderful, but I have also witnessed certain administrators not uphold the standards we should expect in our district. I have seen district administrators favor Saddleback deans and faculty over IVC deans and faculty. I have seen District HR not follow established policies. I have seen district administrators not encourage collaboration nor innovation.
What does the term Administrators mean?  Is a director an administrator? 
IVC administration's agenda is purely one of political expediency--i.e., to reward their friends and punish their perceived enemies.  Collaboration, respectful interaction, civility, strategic planning and district mission are all just words that come into play when, and only when, they can be perverted to serve the universal political agenda.
Our fine arts dean is the weakest I have worked with in my 45 years as a educator.
In theory the district and colleges support innovation but there is no evidence of such encouragement or action and appears to be a deference to doing business the way business has always been done. 
Perception is that administration does not know their role and are not trained.  Administrators lack knowledge that should be required of their positions and are not required to develop this knowledge.  Lack of managerial skills.  Many of the problems are a result of administrators not knowing or doing their jobs, which trickles down to staff and faculty.
It is impossible to correctly answer these questions about all of the administration taken together since the answers would be very different for the administration of District Services and those of the colleges. The colleges' administrations for the most part support and encourage collaboration, support the district's mission and goals, and understand their roles and those of District Services.  the same can not be said of the District Services administration.
Most of the administrators at the colleges are wonderful, hard working and honest.  Unfortunately, the VP of instruction at IVC can't be counted among their numbers.  That is the reason for the low scores.
There is a lot of back stabbing and underlying competition, almost power plays. Outwardly, everyone in administration appears to do a fantastic job, however. I don't find fault with individuals as I'm a third generation academic and have grown up hearing the dinner table chat about the behind-the-scenes frustrations and admonitions, yet all in all, both my parents and grandparents would not have chosen anything else for a career.
See comments about the district calendar committee and I believe district administrators can do more to promote a positive relationship between the two colleges rather that a competitive environment.
Administrators through out the district make appearances of collegiality, innovation, and collaboration but all I see are a bunch of small kingdom builders on their little islands.
Administrators repeatedly violate laws, board policies, and codes on a daily basis. Of course, these actions are okay, because they're administrators.
I do not see the top management as much as I would like to in our departments out talking with us. I have been here for a few months and I have seen the president of Saddleback many times but I have never seen the student support VP. The Deans are very active and do a great job making it a point to come bye every day.
I wish there had been a answer between "Agree" and "Disagree".  Most of my reaction to administration at the college is that, while their hands are tied to some degree by counterproductive policies coming from the state level, policies that hinder student  success, I wish they would be doing more to advocate for the student (at the state level if needed) rather than be so concerned with peripheral issues such as "plans" and "reports" and what not. I personally like the administrators I have to deal with, but the day to day student and faculty member doesn't care a bit about "strategic plans", or "SLOs" etc.  They want the resources, and classes, that they need to succeed.   In general, the further from the classroom the "solutions" come from, the less workable and effective they are.  Finally, I find that innovation is squelched throughout the college, especially as regards new programs and classes.  Partly it is the result of a dysfunctional curriculum process- but unfortunately the discouragement of innovation has become imbedded in the culture of the college.
I think there is a growing gap between administration and their abilities. Their application of reality and the consideration of salary and benefits that meet the successful management of a community college. Guidelines, policies and protocols are established to be implemented, I think this extension needs to be extended to employees. This is the long term effect.
From what I have observed administration across the district is rigidly hierarchical and does not encourage interaction or innovation from the lower ranks.
Generally, Administrators work very well and are very supportive of initiatives. There is a small handful that deceitfully work outside of AR's and flaunt acceptable protocols. These few give a bad name to all administrators.
I truly feel that the Administrators... Chancellors, Vice Chancellors, Presidents, Deans, Directors, and Managers need to take a two hour workshop each year and discuss COLLABORATION, RESPECTFUL INTERACTION, CIVILITY AND INNOVATION. Not all leaders do this.  And since there are newbies each year they all should be retrained each year. 
My experiences with administration have been very poor.  Generally I feel my concerns are down played or ignored.  My greatest cause of work related stress is NOT from my students but the lack of support from my Department.
My dean does all of the above in spades, but I have no real way of judging what adminstrators do district wide.
The limited contact I have with administrators has given me the impression that most are very professional in interacting with others and doing their job, showing respect for others.
Still it is not working!  We hired a lot of deans who really do not know what they are doing and only forward e-mails without any input. I am particularly talking about MATH/CIS/Eng at IVC.  Nobody wants to take the lead because of fear of being fired.  If they do nothing they stay there long time (current dean) .  If they take leadership in something and it does not agree with office of instruction or the president, they get fired (past deans about 3-4 of them).  it has been like this quite a long time now.  As a result we have figurehead deans who do not know how to administer or lead.  They are there to attend useless meetings that go nowhere.
No outreach to the numerous part time instructors, nor encouragement on their teaching or helping to provide them resources (such as paid office hours) to help enhance student success.
The Administration at Saddleback, I can't comment on Irvine Valley, is behind the times.  Fourteen years ago degree audit was implemented in most of the colleges statewide, Saddleback College and Irvine Valley are just getting started.  Where was the leadership for implementating that?  The Saddleback College degree requirements for an AA degree would discourage most students from every applying for one due to the fact the unit count for many majors is more than would be required at a 4 years institution.  For instance for an AA in Business Administration Saddleback College requires 31 units of classes, many of which are transferable, where as Irvine Valley only requires 21 units, now I'm a budget which school do I go to and this repeated with major after major until that changes Saddleback College's enrollment will continue to decrease. Someone needs to read the catalog and get a reality check.  Also where is management with the computer program, take a look at what othe colleges are offering in this technological age and it looks like Saddleback is way behind the times, which is sad when one of the most technologically advanced communities, Ladera Ranch, is just up the street.  The Adminstration can keep playing ostrich and pretend this doesn't exist and be proactive or stay in reactive mode.  The bottom line is until someone takes the time and effort to fix some of this it is going to be hard to attract students. 
How can there be any respect for administrators that berate, undermine, admonish, dictate, and in general show very little respect for the staff of the college that is here to support them? You dont dictate lunch hours simply because it is the easiest solution with little to no explanation of why. You dont berate, demean your staff simply because they question an item or have facts that are contrary to what you want to do. In other words, there is very little respect shown to the college staff.
If you really wanted to encourage innovation, collaboration, and respectful interaction you'd involved the part-time faculty in committees and compensate them for their participation. They make up 75% of the faculty in this district and they are ignored. How can an organization carry out a strategic plan or provide effective leadership when 75% of the faculty in that organization are treated as inconsequential? 
There are key decision makers who view conflict and dissent as hobby or sport.  In public, the progress on improving respectful interaction, collaboration, and civility is often trumpeted.  However, in the day to day work environment very little progress has been made.  The only achievement is that the once "us" vs "them" all-out-war is now conducted behind closed doors rather than in public. The outcome is unfortunately the same.
While recommendations from faculty and staff may be entertained by college administration, most every decision is made at the administrative level.  Everything from second-level interviews of classified staff to minor budget decisions, they all happen at the VP level or higher.  I don't feel ownership of very much in our school.  I believe hiring committees and immediate supervisors should have final decisions on the Classified Staff that is hired in their departments.  That decision should not be made several levels above them. 
This comment is target at a few not the entire administrative staff.  There are a couple of Administrators who are very completive and create unhealthy completion within the District.
I believe the administration write large has utterly failed to protect its part-time faculty from systematic exploitation.  The very fact that this survey focuses on the largely irrelevant interactions between administrative units is symptomatic on the administration's focus on administrating rather than educating.  The district should make it a chief priority to bring itself into compliance with the mandated state ratio of full-time to part-time faculty members by creating a concrete path to full-time employment for current part-time faculty members. 
It is difficult to answer the above questions as I believe that many administrators in our district do see the value in what is being measured in these statements however I see that there is a disconnect when it comes to executing the sentiment. For example I think that administrators see value in 'respectful interactions' however in meetings or in "back door" discussions that frame is dismissed which is unfortunate.  
On more than one occasion, while wearing a name tag, an administrator has not used my correct name. While this is a small problem, it seems to signal a lack of respect.
There are some administrators that need training on how to work with their staff, and some administrators that have no leadership skills whatsoever.
Many policies regarding "chain of command" have made it more difficult for lower level employees to speak directly with higher level administrators
Sorry, but I have no idea what the administrators do or don't do.
Unfortunately, the questions on this survey focus on how administrators 'encourage' certain aspects. This says nothing about how they actually behave to exemplify such high standards of behavior.
Proposals and offered solutions to go paperless are met with resistance.  Manuals and policies are outdated, certain processes are duplicated or make employees go through unnecessary steps.
 I think the administrators can work on following policies consistently.
These questions are impossible to answer as there are some individuals for which strongly agree applies, and some for whom strongly disagree applied, as well as others in between.
We can implement policies and protocols all day long but when it comes to distributing resources on this campus (funding, labor, etc.) politicking trumps procedure.
I do not have enough personal knowledge to comment on the last three questions. 
Most administrators are too busy to know or care about their employees.
There was no questions regarding the role of administration and student success.
My feelings regarding the previous "line in the sand" issue almost tempt me to select "disagree" for each of the above statements. I feel very strongly about this.
The administration is stalling on contract negotiations.
Encouraging innovation, to me, involves funding or other ways to not be penalized for trying innovative things.  At this time, as a faculty member, I don't feel encouraged to be innovative because it would take time and money, which takes me away from the other responsibilities I have at the college.  If you were to throw innovating things at me or support me financially when I say I want something, I might be more likely to try new things.
There is still dysfunction that needs worked on. 
Workload is increasing while compensation is decreasing.  Don't feel appreciated or respected.
More leadership from the District level would help interaction between the colleges. IVC seems to have a very disrespectful and antagonistic attitude towards the faculty of Saddleback.
I have agreed with the above assessments but it is only for my department as I have no idea what other administrators are doing.
District services is like a separate company.
The district was established to be a helping body to the college and it has become a ruling body.  There is far to much management that hires contractors to do work and not enough that are directly involved. In my opinion.
I would like to point out that *****  ***** and *****  ***** stand out to me as individuals who strongly encourage respectful participation and interaction.  Both of these individuals have been exemplar.
Administration does not seem to know what is happening.
It would be helpful if these questions were not asked "throughout the district." I have no idea how administrators are on the other campus.
I will say that collaboration between IVC and Saddleback is at an all-time high but that the stumbling block is sometimes district services in our process. There still is a disconnect in how we serve students and the deadlines we are under when it comes to district services.  For example, the Work Day timing was timed when IVC (and Saddleback) -- but the hardship was greater for IVC, could not adequately participate due to the start of fall classes.  This may have been the only time for this roll-out, but it does make IVC feel separated from the district and Saddleback.
Leadership is not a word it is action which start at the top. Is there a district wide values and mission statement? If so how do leaders reinforce it? The district leadership works reactively instead of being proactive. Policies and processes seem to be a suggestion instead of the norm.
Still too much silo-ing. We could do better.
There is a lack of leadership skills in many of the Deans which causes problems among the faculty members.
Leadership should start at the top and trickle down to the rest of the district.  Sadly, actions and behaviors at the colleges continues to lack consistency with the communication that is heard at different leadership committees.  Competition and bad mouthing eachother needs to stop.  However, working together should not translate into ganging up on District Services. 
The VPI of the college often pits one person or group against the other.
Less and less contact/interaction has occurred
Again, a slight "plus" in these categories. Admin's support can be strengthened across the board.
Again, as stated above, I have limited association with the district.  However, in the association I have had, there have been helpful, positive interactions with some departments and negative or unhelpful interactions with others.
"Encourage" is a different concept than action such as  "provide resources for", or uphold consistent behavior -action is better. You can encourage all you want, but unless you facilitate -it is near worthless.
The administration needs to provide more support to the colleges by drafting policies to make us compliant with CalOSHA, RCRA, and HWCL. Currently there is no support for the colleges when it comes to safety--the district is out of compliance with both training and documentation in this area.
Enrollment management is a nightmare. One cannot learn everything about the Arts in four semesters. We need to encourage life-long learning. Artists never "arrive".
Being relatively new and also not having a lot of interaction with administration throughout the District does not allow me to comment on some of the questions.
Incompetent managers feel threatened by ideas that are not their own; they are petty, vindictive and disrespectful.  The district should show more of an interest in hiring innovative, highly competent individuals rather than hire old cronies and rejects from other districts.
I have nothing but positive perspectives about the college and the district. 
No one is awful all the time... but the climate at the district seems a fear based system where classified staff don't seem to be able to express views openly regarding the work being performed. It seem the administrators just take the adage- my way or the highway or are just too busy to listen to the issues employees recognize.  It is very silo'd.  This mentality is also apparent at Saddleback College- classified staff are not recognized or respected for the work produced.  There is a strong, palpable bias against classified staff demonstrated by the administrative level.
Administrators do not care about their employees and their "success".  They exist for themselves.  It would be great to have  administrators visit campus offices for at least a day.  There is no way that the administrators know what is going on in the offices. If they did, changes would be made.  Their are many dedicated employees who are walked on by their "superiors".  The administrators paint a perfect picture so that they look great.  Well, things aren't great on this campus.  The board has no idea what a mess SB is. 
Adminitstration doesn't alway convey policies and procedures to their staff in a consistent manner.
management throughout the district need training for respectful interaction, innovation, encouragement etc.
Administration would benefit from more regular interraction with classified staff. The President and administrators would be welcome if they made regular rounds and stopped into offices to meet and greet staff. We remember when this was a regular occurrence at IVC in the past and it impacts the campus in a positive way.
Senior-level administrators at Saddleback College are unable to provide real leadership; the college is floundering as regards enrollment management, and no one seems to have any idea what to do about it.
they are here for  the power and money, not are students or staff
The ?? really force you to lump everyone in one category or the other.
Administrators that I've worked under have been fearful of staff that have been disruptive in the work envirnoments.  Very diffucult to work with someone that everyone in the office is find disruptive and the behavior has been documented and reported for multiple YEARS! That is not encouraging respectful interaction. True, the union is involved, but with proper documentation and following procedures, administrators can be more effective in providing a rich, resourceful, innovating envirnoment in which to serve all students! Leadership that provides an example would be most welcomed in the three areas I have been employed! What provides effective leadership?  Honesty.  If a leader is honest, regarding hiring, use of resources and keeping commitments, then that is effective leadership!!  Give me a leader like that, and I will gladly follow and give my best because they are honest and giving their best as my example!
There is sometime a mind-set to "do as we have always done". We should be looking at well established 'different approaches' to how we now do thinks, if they offer a better way to achieve our overall goals. We have lost sight to efficiencies in budgeting and operations in some respects. There are aspects of our operations that would be better served by centralization or unification of duplicate efforts. Several years ago, we embarked on a task initiated by the Chancellor to find efficiencies in our jobs and college operations. I have not seen the results of that initiative.
clearly a do as I say not as I do business model.
I can only comment on my administrator; I cannot speak to the administrators throughout the district.  So, I have chose to respond with "don't know."
I recently heard of a District Services department manager declare it was not their role to serve the colleges, rather than lead (dictate) to the colleges.
There are too many hidden agendas and covert actions by administration in hiring, budgets, and lack of support for instruction. It seems everyone is out for their own cause and and not for the good of the whole.  We need to learn to be a team again and trust.
I have been told that "I will be lucky to pass probation".  That it is common to see 'administration' walk new management off campus here with no notice?  I do know that I don't feel comfortable (at all) sharing any thoughts or ideas and I am very nervous about filling out this survey So I sure hope that it is anonymous.  I moved to this area a couple of months ago from over 900 miles away and I am very, very nervous about the cold reception that I have received.  I have normally been very well received.  It is very tense here.
do not feel respected or valued
I am uncomfortable to list any information or examples even though all responses are anonymous, strictly confidential. I have personal knowledge that there is a disconnect with the administration throughout the district. The President of Saddleback College is the worst offender.
Policies and procedures are put in place without input from classified staff or thought on how it will affect getting work accomplished.  More often than not, this results in a additional workload with no adequate staffing.
College administrators talk about civility and respect, but do not reinforce it through their interactions with others. Some employees throughout the district are not held accountable for misconduct, inappropriate behaviors, and bullying. Bad behavior is allowed to continue, and often rewarded. Accountability has to start at the the top.
This area varies extremely across the district. It is difficult to provide answers that summarize such wide variance.
It confounds me that there has been a consistent emphasis on "civility and respectful" behavior and encouragement of respectful interaction. I have walked across the campus and came face-to-face with "administrators" who recognized me by didn't bother to respond to a friendly "hello." This has happened on more than one occasion and most recently I was literally face to face with the Senate President, while at a Senate meeting - and, I am a Senator. I asked to speak with him for clarification of a process and, of course, said "hello" when he approached me. His reply, "yes."  I said "hello" again, and he stared at me. It was one of the most uncomfortable experiences that I have had since being at the college. Based on my experiences I consider this type of engagement (or lack thereof) anything but a civil and respectful interaction. Overall, however, it seems that adminitrators throughout the district work very hard for the district and college's mission.
The definition of District refers to "both the colleges and district services together as one area" which is why many of the ratings are answered as "Don't Know/Not Applicable."  I can answer how I relate to and interact with personally, but as a district, don't feel qualified to provide an overall rating across both campuses.  I don't believe that district services administrators understand the roles of the college or the academic calendar obligations as evidenced by proposed meetings being scheduled the week of flex or commencement or during the first weeks of the school semester.   
I do not have very much interaction with administration on a day to day basis. However when I do, I find them to be insincere and disrespectful to the things that have to do with my job and the students that I work with.
While I know many administrators exhibit all of these qualities my own administrator does not and he is the administrator I work with very closely.
I just feel there is a them or us attitude.    I have worked here a long time and the community has definitely been taken out of the community college.  Who even has contact with the administration throughout the district?  Do they even understand the low morale and even if they did would they care?
This was difficult to answer because of the phrase "throughout the district" - it varies so widely depending on the administrators involved.  I believe the administrators within District Services are respectful toward the colleges but it does not seem to be returned.  I don't see District Services administrators trying to stir things up, but that seems to be the case with some college administrators.
Combining all administrators into a general average is not insightful. Some administrators like ***** ***** empower faculty with a collegial collaborative; while others do not necessarily encourage honest engagement and actually set up a power structure of fear.
Sadly, they do not understand the instruction areas of the colleges, the needs of those divisions and students.
There is " encouraging" an outcome and there is modeling an outcome. Do as I say ...
There is a general lack of effective communication--the campuses are left guessing, at times, what some of the process changes are, or, some of the District managers do not communicate to all the staff what some of the changes are in policy via e-mail.
It was difficult to answer items about administrators throughout the district because a majority administrators encourage respect, innovation, and collaboration, but the few who don't poison the pot. 
Administrators at Saddleback College form "cliques" and use that strength to push around staff or other administrators.  It is unhealthy and very evident.  Considering staff have no power against administrators, it makes for a very high stress and uneasy environment.
***** ***** is an excellent dean with the right amount of faculty/administrative contact. He is accessible and provides important direction, and he does not overwhelm faculty with excessive email communication.
I have heard comments from all levels of employee that are concerning. Respect should be a focus, and employees should not be pitted against each other for resources.
I can only comment on the administration at Saddleback College:   1.  The college president does not always follow protocol and guidelines established.  One key item that has caused widespread dissatisfaction is the hiring prioritization process, where faculty had to make presentations and compete against each other's departments for new positions.  This list from the committee was ultimately useless, as the president chose to prioritize some other departments that were not even on the list.  It's disappointing and disempowering to see this sort of assertion of authority.  2.  The new VPI is well-intentioned, but ultimately unreasonable in many of the demands she makes on the divisions.  Demands to grow enrollment by 20%, for example, should be matched with promises of more rooms and resources.  Demands to do outreach need to be matched with plans to revamp the broken Tech Review process so that new courses can be introduced on a rolling basis with fewer beaurocratic obstacles. 3.  Some deans are ineffective in encouraging better communication between faculty members, and decline opportunities to address serious and concerning behavior by a few members; they often avoid disciplining faculty members who clearly need it.   4.  Some deans who do very little in terms of innovation and who protect the often ineffective status quo are held in higher esteem than deans who take risks and make bold choices to improve programs.
It's a top down administration!
It is difficult to speak to Administrators in general as most a stellar but the occasional "bad apple" can be disruptive
While my responses to this set of questions indicate that I agree, there are some exceptions, the number and frequency such that I chose not to lower my replies to "Disagree."
Administrators are generally overworked. Lack of clear process often compounds this situation.
The Administrators tolerate much to much disrespect from staff and should not. This also creates others meaning faculty and classified to speak to them and others with disrespect. There is a distinct lack of kindness with staff and how they treat administrators.
Computer support has declined. Administrators take aggressive unreasonable anti-faculty positions for no administrative or public benefit AND expect faculty to do substantial extra work for free.  Administrators are the highest paid in the state, and the Board doesn't even negotiate with the Union.
Depends on whos ___ you are kissing to try to get ahead or a raise.
Administration at IVC seems to be overburdened by endless committee meetings and tasks. In general, everything seems to get committeed to death, and nothing sensible ever seems to occur. My complaint with district administration is that it seems utterly unwilling to provide any oversight of leadership and management at IVC--presumably owing to past sins of micromanagement. Owing to fear of further micromanagement, district leadership essentially lets ***** and his group to get away with murder. My impression is that Chancellor ***** cares only about one thing: don't rock the boat. That's not leadership.
They talk the talk, but do know walk the walk. Some senior leadership are guilty of managerial malpractice because they either are unaware of poor leadership in middle management or they know but don't care.
Policies are followed in general, but they are often overlooked when administrators need/want something.  On the flip side, policies are often enforced when administrators as a way to say no or to not support something.
It does not seem like the administrators support the districts mission or strategic plan. It does not seem administrators are on the same page.   I have not seen or heard examples of innovation encouraged by administrators. 
The administration at Irvine Valley College is a joke.  The Dean of Counseling is unethical, incompetent, irresponsible, and a bully to non-protected employees.  The morale of the department has consistently suffered greatly under her tenure and she clearly has no idea what compassion, management, or leadership is.  She treats and evaluates different employees differently and unfairly.  She enforces the student code of conduct for some, but not others.  People have retired early or have mentioned plans to retire early just to escape the unhappy and unhealthy work environment she fosters.  She is utterly clueless.  This is well-known on and off campus.  Many complaints have been made about her.  Yet, her superiors continue to recommend her for contract renewal, while a well-liked, well-respected, innovative, intelligent, competent Dean like ***** ***** is let go.  We have a leadership problem at IVC - will anyone listen?
We get lip service that encourages participation and collaboration but time after time I have volunteered for task forces and not been invited; time after time I've submitted request course proposals to no avail and not even a rejection letter from a real committee. This has happened within Liberal Arts and the English department as well as Emeritus. I find this encouragement very disingenuous. Likewise, nine months ago I spearheaded a fundraiser and have garnered over $500 but my director is holding back on dispersing these monies to my committee to order supplies for next semester. I could have taken personal donations instead!
My knowledge behind these answers is fragmented w/o more interface or direct contact
The district administrators look the other way while ***** ***** allows his chosen administrators to be verbally and emotionally abusive and retaliatory on all levels, particularly and especially ***** *****.  ***** ***** is now gone but it still took three years of damage before *****, who was well informed of the abusive conduct, finally did anything about it.  ***** ***** has been transferred but it will take a long while to fix the damage to moral and trust he caused - all of this while the 'Chancellory' stood aside and allowed it to happen. I hold each of you culpable for allowing it to continue at IVC.
Their numbers only mentality, and vindictive actions when one speaks up, their  and lack of understanding about the uniqueness of individual programs, and their lack of accessibility when issues arise create an environment of fear and distrust. The fact that they do not renew the contract of administrators who advocate for the programs under them,  that they reward only those who are "yes" people to whatever is on the agenda of the VP of Instruction and the President again leads to lack of respect and a fear to try innovation.  Innovation gets shot down.
I don't know about all administrators.  I can only base my opinions on my own administrator.
District services, mainly purchasing and fiscal services make it extremely difficult for the colleges to conduct day-to-day operations because of the restrictions. The processes are not clearly outlined and different employees within district services units give different information.
Since the district uses so many adjunct faculty, it doesn't seem possible that they encourage collaboration and innovation. When  adjunct instructors are isolated from each other and spread thin across multiple campuses, they are prevented from collaborating. When their time is used up commuting from school to school and don't have an office to call their own, they are prevented from spending time innovating creative and effective lesson plans.
I am an adjunct instructor who works Saturdays on and off throughout the school year and about 6-8 hours per week in the summers.  I am not very familiar with the ongoing relationships between campuses and District.  The people with whom I interact are professional and helpful.
It seems to me that another response would be helpful. I "somewhat agree" with many of the responses. I sense a big gap between "agree" and "disagree" that may skew the results. I know that it skewed mine.
Seems some of our Administrators do not have a sense of their job responsibilities and required duties, even with the large number of meetings that they attend to stay informded. Unfortunately, Classified staff does not have access to their job descriptions on the District website even though they are available for Classified positions. I feel Administrators do not communicate effectively with their staff, possibly due to the large number of meetings they attend. This may prevent them from briefing/training staff on a regular basis.
I have never had respectful, communicative interactions with my dean.
To be fair, my above responses reflect only the administrator(s) within my working field.
These questions are too broad in scope; some administrators do; some don't.
I have only taught one class here, and so my observations are based on very little.  However, from the little I have experienced, the college seems to work very well.
Even though the district promotes civility and respectful interaction, it does not practice it from the top down. HR and it's leaders, ***** ***** and ***** *****, are two of the worst offenders. Whoever put these foxes in charge of guarding the hen house ought to be fired! What kind of a person appoints a person that makes racist comments as the EEO rep?
If the district did its job, the colleges wouldn't be such a mess.
Appears to be a lack of collaboration in some areas, and at times a lack of responsibility with blame unnecessarily placed on others.  Bad behavior is permitted by certain individuals, instead of addressing it with expectations for change and improvement. 
Administrators like to divide staff.
The only people who get kudos are those that are part of the President's "special team." At SC, this group is referred to as the ***** Squad and Team *****. If you're on it, you get promoted and treated like royalty. If you're not on it, you get . . . Also, if you're related to an administrator (Vice Chancellor, President, Dean, etc.) you also get handed high paying positions. Merit it not a consideration at all. These people are placed into key positions as "subs." Then, after several months, the position is opened up and, surprise, they get it. If someone who is more qualified does better in the interview, a second-level interview is created and the less qualified relative or team member is selected. The entire hiring process is a complete sham and a total waste of tax payer dollars. The SC President has 3 relatives working in a department headed by someone that recently got promoted - pretty fishy if you ask me. His assistant's daughter and sister got hired, his former assistant's assistant got a job over someone who is 10-times more qualified and then her mother got hired. This place is a riddled with nepotism and it's really hurting morale. Well, at least for those who are not on the ***** Squad. IVC is not better. Warning, do not offend *****'s wife or you'll be fired and walked off campus by the police. The wife of an SC dean got handed a job at IVC too. So did the Vice Chancellor's wife. And, I even think that recall reading that the wife of the VPSS got one too. Pathetic.
Get rid of them. They're a bunch of self serving morons. All we need are teachers, students, and staff, yet we're wasting millions on useless managers and administrators.
They are all convinced that they're the greatest administrators on the planet and that their ability to be introspective knows no bounds, however, they are mistaken. Many of them display ego, denial, compartmentalization, self-delusion, and lack of perspective. To be fair, this personality trait is not limited to administrators - you see it at all levels.
District should be a role model to colleges and be confident and comfortable to seek District's assistance in all matters.  Instead, college is having to defend their position and conduct.  District may state that they support us but in their actions, it indicates otherwise.  There is feeling of fear and possible retribution may follow.
The Dean in my area respectfully listens to concerns and has been helpful in addressing issues regarding student enrollment and procedures for add/drop. The school-wide meetings at the beginning of each semester are usually my only contact with administrators outside of the department. Their presentations have been very informative and they all seem to be competent, caring employees. The library staff and transfer center is especially helpful.
My answers to disagree refer only to the levels of the presidents and VPI's.. They are the ones that cause all the compitition and distrust.
Although this does not pertain to all administrators, there are many administrators in the district who create a climate that is counter to innovation, collaboration and respectful interaction.  It starts at the top and influences how the rest of the institution functions.
What happened to ***** ***** - the nicest guy in the district? Apparently, he spoke up about injustices and got axed too. Even worse, the crap that's allowed to go on up in the district killed poor *****. Pathetic!
I think it would be better for administrators to solicit feedback from faculty rather than simply implementing policies and expecting faculty to follow through. There needs to be more buy in and agreement about where the college is headed before creating a policy. I think the college is also straying from its educational mission by investing more in administration than in faculty. When times are tough, the college needs to cut administrators before it cuts faculty.
Excellent role models!

23. Please provide any comments regarding planning in the district.

Our district has made great strides in developing a strategic plan and decision-making manual. There has also been great movement in tying resource allocations to AURs and the strategic plan. The district research and planning office has done amazing work.
Planning meetings are attended by higher positions and union reps...I am out of the loop.
Strategic planning is effective when (1) it works for the good of all its constituent bodies (e.g., both colleges) and (2) it wisely applies budgeted funds to priorities that work for the good of all its constituent bodies.  The district gets a failing grade on the first, and a "D" on the second.
Still learning about district planning; both short-term and long-term.
To quote the Beatles, "It just keeps getting better all the time!"
Parking is always a problem on campus.  I would urge that this issue be addressed sooner than later.  Students stress about the lack of parking semester after semester.  I have seen it for over 20 years.  This semester (due to lack of planning) parking lots were being cleared and striped off during the first week of classes and then maintenanced during the first month of classes.  Not good.  Student complaints were heard endlessly by staff. 
In a previous survey comment, I suggested that various quarterly reports be instituted and this idea may become necessary and fruitful if  SOCCCD becomes one of the California Community College Districts to offer "B.A. & B.S degrees."  The District will need to reevaluate its role in expanding the IVC & Saddleback academic library collections to meet four year college course requirements and accreditation standards.  It will need to determine how ATEP will be utilized, perhaps as once proposed as a Technical Training Campus. This District is at the forefront and I applaud it for its efforts to innovate and reconstruct itself.  
Overall I think it's good that we have shared goals and objectives, but the strategic plan in general just seems to lose steam and is ultimately a waste of time.  Who has that kind of attention span?  And the same people (in most cases, women) always end up doing the majority of the work.
While I am aware of the manual, I do not know the contents include.
We have a difficulty time in the District with the ability to focus on planning and setting the planning agenda.  I don't have any recommendations for a fix, but, it seems as though planning has not been universally accepted as important.  Work on the Strategic Plan is sometimes viewed as busy-work.
Hopefully we can get to a place when budget requests are ranked and announced in a timely fashion. It's the end of October and we still don't know the funded approvals for our Resource Requests submitted last February. Time is passing by and by the time a request is approved we may no longer be able to implement it to a full extent since Fall semester will almost be over. The budget allocation model needs to be revised to reflect the enrollment changes between the two campuses. Saddleback is shrinking and IVC is growing in FTES. The budget should be distributed in a more equitable fashion.
I get most of my information from the published BOT agendas.  The information in them can be eye opening.  I do not have any input into district planning. 
At IVC, the top administration makes the plans in secret and then simply announces them as done deals afterward.  There is zero meaningful participation in any significant planning.
The fine arts division dean does not use any type of partisipatory governance. He has the lab techs running the place. He plays favorites. We have a lab tech that has students doing his work. They are handling toxic materials. This tech is the onley one who also teaches a class during the day.This is a special deal , just for him. Our lab techs are the only ones on campus that work directly under the dean and not the department chairs.
We plan to plan too much, and plan to execute too little.  the planners are overly concerned with the plan and its assessment, and not sufficiently concerned with its actual implementation as long as we can document n appearance of completion or progress.
Vastly improved documents and processes, but still lacking the vital link between planning and resource allocation.
Planning is a huge job that is dumped on to the shoulders of one person.  We all know who she is.  With out her this place would fall apart.  You cannot expect someone of her caliber to take the entire planning load for long. The administrators at the district offices only pay passing attention to planning. With maybe one exception, if the Director of research and planning did not drag them though the process they would disregard it all together.
I haven't been in a lot of the planning process so I feel like I do not have much to say accept I would like to help more
I am not interested in District-wide Planning.  The less centralized the planning, the better it is for the students.
One example of inconsistency is buying equipment and not having the end user's input. Having "designated" staff make decisions that are not inclusive and arbitrary, besides looking at the bids.
I'm sure the information is readily available to me, I just don't care enough to make myself aware of our decision making manual
I don't think the leaders in the district do a good job of sharing plans concerning the district to the district community.
I am more aware of our college's Planning and Decision Making Manual.
I feel like we spend more time planning than teaching.  i was hired to teach, teaching is what I do and I am very good at it.  I resent having to spend all my time planning and find the amount of bureaucratic bs to have gone up 1000% since I was hired.  This is not beneficial to students.
My involvement is not encouraged nor valued as a part time instructor.
District planning as near as I can tell with the information I have available and from the student's reactions is obsolete and lacks innovation.  The only thing that I have been able to ascertain is that the District actually does is it gives the managers,who don't know how to manage their way out of a paper bag, huge pay raises and gives classified staff nothing and thinks nothing of abusing the Classified Staff by expecting them to work under extreme conditions with Out Houses and no running water, of course mangement doesn't  have to do that.  It would be interesting to hear what a risk manager would have had to say about taht.  Now the Saddleback College Classified staff knows exactly what management thinks of them, that they are pond scum and guess what even the ones that were giving them the benefit of the doubt have changed sides.  If your staff is unhappy, don't expect your students to be happy or even stay here.
We may be informed but are we being told everything or just what the Admins think we need to know. For example, why build a new building and keep pushing much needed and way overdue hardware and software upgrades back? That putting the pretty before the functional. Look at it this way what good is that new building if we have an antiquated network to support it?   Other issues that keep getting pushed back like parking structure for the students. Roads and paved parking lots maintained better.  Bottom line, if we dont deal with the issues that most directly affect our students then they will not want to come to this college. If they dont come to this campus we loose enrollment. We loose enrollment, we loose the college.
As always, part-time faculty have no voice and are considered inconsequential even though they make up 75% of the faculty.
the only reason I am informed of what is going on with the district is either as a member of Academic Senate or when the chancellor sends out the agenda/minutes of the board of trustees meetings.
The district does not seem to have a plan in place to address the growth of one school and the stagnation of another, or for appropriately distributing resources among the campuses.
I am not privy to any district planning issues. Quite frankly I don't have time to attend any district planning functions. I am just trying to keep my head above water with what I do in my direct areas of work. I don't feel that my input would be of any value to District level planning people, whoever they might be
I was required to attend a meeting where the chancellor spoke.  The subject was very dry and when he was done - he was able to cross off his list - INFORMED STAFF. Had he informed us at the beginning of the meeting what his purpose was, I would have paid attention to the subject and tried to understand the issue. But I felt used and that he hadn't valued me or my time. Therefore I rarely pay attention to emails that are sent to me by the president or chancellor. 
I would be interested in participating in the planning process and being updated on a quarterly bases
 I don't know too much about the district; they are not easily available, transparent, or friendly
Although improvements are being made in this area. It is still a pretty opaque process. Planning is a evolving process and keeping track of how things work at the moment is difficult. Don't blink, because the process will change and the rules of the game will be different. It is difficult to advocate for one's planning interests when the process doesn't stay the same for long.
Hard to say since they just seemed to start doing it recently.
No communication about strategy or goal alignment.
Please include more professionals working the relevant jobs to participate in future planning.
Lack of unity creates the lack of information
There has been a lot of progress made in the area of district-wide, integrated planning.
The District Director of Planning is doing an outstanding job communicating the district-wide planning process and Decision Making Manual.  She provides timely and productive discussions that move the plan forward.  However, the same can not be said for her counterparts at the colleges. 
Why even have hiring committees and reports made, if we don't follow the suggestions/plan?
Planning at all levels -- likely as an initial response to accreditation -- has improved.
It would be nice if the district would provide more transparency to policy making.
The current strategic plan does not address any of our enrollment needs.
The district is given parameters by which they must abide and they attempt to do so.
The planning process is a joke.  But- shared governance is so difficult... I don't know that it could be much better.
I sometimes wonder how much input the district asks for from staff who are knowledgable in certain areas before implementing some of their plans.
When a new building is being constucted or renovated, parking issues are never thought about in a timely manner. 
they can care less about are options
Planning and Decision Making processes need to be explained in a task/problem oriented fashion.
We should always look at ways of doing things better. I would refer to it as being progressive as opposed to being innovative. Let's do what other community colleges are already doing, rather than shooting for sky with being innovative.
Earlier there was a question about college presidents.  Again, I can not speak to what the president at IVC is doing, only at Saddleback.
I think the planning and decision making has dramatically improved over the last several years.
I am new... I started only a couple of months ago but the reception has been unusually cold;-(   Which is so unfortunate.  I hope that it will improve and I will keep trying things to make it better.  I am going to ask my VP tomorrow if I should be more like a 'sponge' as I believe that this approach will help?  She doesn't appear to want to hear anything from me now that I completed the year-end reports.  Which is okay.  I am normally more of a contributor but it is important to learn the new 'culture' so I am hoping this will help.
A staffing plan and an oversight committee would help. Currently, positions are created and filled without input or oversight. Some positions cannot be staffed due to lack of funds, yet business services seems to have unlimited funds and continuously creates additional positions. 
I am not sure about how effective planning in our district is because in some areas, e.g. (curriculum committee) it seems that we have not planned for the needed resources"man power"  to address the backlog of curriculum matters that need to be completed in order to engage in program growth. We're being encouraged and directed to grow our programs but we don't have the needed support to expeditiously engage in the often very lengthy approval process for even the most minor curriculum or program changes. By the way, this is by no means the fault of the "two" curriculum members who work tireless to assist faculty. They need help and it doesn't appear that this need has been prioritized by the "district."  The matter of the "back log" with processing curriculum items  have existed for at least the last 4-5 years - and this issue remains inconsistent with any efforts of growth.
Although the district planning may be taking place as a whole, there still seems to be random directives being determined by district services leadership that is not solidified or summarized in writing, so it depends on verbal direction or a verbal recap, which leaves room for interpretation.  It would be helpful if an agenda and minutes were generated from the Chancellor's Executive Team meetings as well as from the Chancellor's meetings with the Presidents. 
College staff at one college are not apprised of the issues being addressed by the president of the other college.
Planning does not include hiring more FT instructors or grooming current PT to fulfill these needed roles
Again, the distict is unaware of the needs of each division, certainly pertaining to planning!
Staffing plans do not seem to be widely disseminated; it is a difficult task to be able to find anything online.
The district has done an admirable job of developing a districtwide strategic plan.  I have not been an employee here long enough to see how well plans are executed, but I look forward to collaborating with my colleagues to implement the new strategic plan. 
We need to increase the section numbers of online courses and design hybrid courses.
It feels as though with the district, the colleges work for them, rather than it being a collaborative atmosphere.
Decisions seem to be made top-down at Saddleback College, with little regard to process and planning.  An example is the hiring prioritization process.  The committee makes recommendations (after making faculty compete against each other in presentations), which the president ultimately ignores and subverts.  Why doesn't the college and the district have a strategic goal for hiring and growth?  Why don't we tell departments, for example, that they can expect X number of new hires within the next X number of years and THEN STICK TO THOSE PROMISES?  It's ridiculous that we constantly pit faculty members against each other through these hiring prioritization processes, through Tech Review (where divisions were told this year to "prioritize" their new course offerings because there wasn't enough time to review everything) and through resource allocation processes.    We need better processes and protocols that support faculty members and departments. 
I'm sure the manual must be on sharepoint but this is the first I've ever heard about it. I do read the chancellor and president updates and the BOT minutes
Excellent progress.
I am aware of IVC's planning and decision making manual, but not any other one.
I feel we are talked to and not allowed to participate in the process. We as administrators do not have decision making ability as I have seen. Decisions are made without complete intake of what we all agree upon and sometimes we are just told what the decisions are after the fact.
I feel that each college needs to have a couple of staff development days planned by the district to provide us with comprehensive updates and information.  Often times classified do not have time to attend meetings, as managers do not approve attendance and we are too busy with our work.  If we had a full day of staff development after the christmas break or during spring break it would be helpful.
Planning and budget disclosure/cost-benefits on ATEP are very poor/secret.
Planning seems to be done by committees, and these committees seen invariably to be dominated by administrators. The latter group generally fail to share academic values with faculty and seem generally to be very undereducated and unenlightened. In my view, no one should be hired as an academic administrator unless they have a degree in a real discipline--i.e., not "education" or "management." The products of these committees are embarassingly foolish and illiterate, full of buzz words and trendy notions. They never seem like the product of an intelligent mind focused on a task or problem. Further, this district and its colleges seem to be fully caught up in the fallacy of giving the Accreditors--another clueless crew--what they want, and they don't much care how they go about it. The district and the colleges can point to all sorts of committees and initiatives that are buzzing along, satisfying the accreditors' demands, but these efforts are almost without exception meretricious and devoid of value--things that can only look good to clueless observers an consumers of hokum such as our trustees.
We plan to plan.
The district planning process has put the cart in front of the horse.  Absolutely no new buildings or renovations should have been done before the parking problem was solved.  A parking structure should have been built or the tennis courts and baseball diamond should have been moved to the totally unnecessary golf driving range.  We are losing students to other colleges because they know that they can't find parking (students have told me this).  We are losing great adjunct faculty members because they travel from college to college and can't find parking here.  They turn us down in favor of other colleges where parking is readily available.  Full-time faculty members are frustrated because students take their parking spaces and so they have to come here two hours early.  We need dedicated faculty parking that students can't access. How are we supposed to increase enrollment when students can't park?  And stop being so cheap--send out the printed class schedule, which is much more inviting than scrolling through hundreds of classes.  Lastly, tell the state officials that they are totally nuts for giving incoming freshmen enrollment priority over continuing students.  I have never seen such a parade of terrible students who will either drop or fail. I had to turn away students who were trying to finish their degrees in favor of people who simply drifted over here from high school and are definitely not prepared for college.
Planning is difficult when faculty come together to create innovative programs, apply for funding, and then have to wait, wait, wait, wait, and wait for the decision-making process.  Why does it take from spring semester in one academic year until almost the end of fall semester in the next academic year to decide how funding gets distributed for a year that is half over?  It is discouraging.
Letters from the powers-that-be are generally vague or self-congratulatory. I heard something from an administrator and was explicitly told to "keep it under wraps," which I have, but it makes me wonder about whether funds will ever get distributed fairly. When I started working for SC in 1989, there was a mandate to make faculty 75% of faculty full-time. I spent years heading the challenge essay for matriculation, attending workshops and creating my own, and for three years chaired the college writing contest after making the application online accessible. I don't seeing any real support for part-timers except the younger and handsomer who wind up in the positions I paid real dues for.
District planning needs to take into consideration academic calendar changes and the impact these changes will make on programs that have other regulatory mandates. The academic calendar directly impacts hospital site resources and availability. We are competing with several other colleges for student placement in facilities and feel this negative impact more each year. Knee jerk actions from self centered decision makers place a grave impact on a historically successful, prestigious nursing program that has been highly valued in the community and nationally recognized.  Without focused attention to the academic calendar, the district is risking the eventual demise of a renown nursing program.  A strong stand of support is desperately needed to save the viability of the program before it is too late.
Again, as a part-timer, I do not seek nor am I in the loop on items checked as "uniformed" or "do not know"
Many of these questions in the way they were asked, do not make clear from which point of view, therefore once again we will get a skewered result that by using general statements will be dismissive of the truth at the college.  The district sits upon high and makes decisions about operations without understanding the effects on the college and program operations.  Why not start by outlining the problem and then inviting more than just those sitting in the district, many who have never taught, making decisions about policy without understanding how it constipates progress, slows down or even denies Student Success.  Why does everyone at the two colleges have to think about Student Success but the District Leadership and District Services do not need to do so or need to understand about how the decisions from the high chambers actually impact reality?
The Vice-Chancellors (Fiscal and IT) appear to have their own ideas in planning and sometimes do not take input from committee members. District-wide there has been a shift towards multi-year planning and this is very positive. Additionally, to create the first district-wide technology is the right step.
I apologize.  I do receive emails from a variety of source on a variety of subjects and I have been invited to meeting at IVC.  I would LOVE to have a more full-time position at the college, but since I am a very part time instructor, I also hold a full time job in my field... I have not had time to regularly or deeply review emails.
Again, for the "informed" responses, a choice of "somewhat informed" would have better matched my response.
Where would I find this information? Who should be providing it?
too many useless emails
Again, I have taught at other schools and so am familiar with strategic planning, etc. but I do not have enough evidence on which to base meaningful comments.
The information disseminated by the district is often convulated, not to mention in conflict with college directives.
The strategic plan is a farce just like the hiring committees. The resource allocation process exists only to satisfy the accreditation committee requirements. Justifications are removed from legitimate requests in order for administration to push through their own personal agendas. Our division is desperate need of additional support staff, but it was not approved thanks to administration eliminating all supporting documentation submitted to justify it. Conversely, the Office for Instruction pushed their pet position through without incident. This office used to run smoothly for decades with two positions - a VP and assistant. After transferring half of the duties off to others and adding extra positions, curriculum and the instructional office is worse than ever. Furthermore, the quality of work being produced by that office is atrocious.
This place is run by a bunch of ______ who live in a fantasy world and run around patting each other on the backs. They are clueless about what's happening in the classrooms.
Who's running this circus? From what I can tell, the clowns.
The process is too drawn out and the implementation is spotty.
More staff planning is needed.
District appears to be getting top-heavy with staffing/management and clogging the process to complete any work.  There are no improvement in service any of the department to colleges.
I think it's best to put in more parking spaces for staff and students on campus.

27. What types of professional development opportunities would you like to participate in to develop your career goals and talents?

The professional development opportunities are good.  I just can't afford to miss work in my area as there is more work than there are hours or man power.  If I attend a professional development opportunity, there is no one to keep up with the work flow that I am responsible for and my duties and responsibilities in my area suffer as a result.
I have taken it upon myself to go to a conference that has information that would help students, but I had to seek that out myself.  Most of the professional development opportunities I've seen though campus I cannot go to because I do not get paid to go and I do not make enough money as an adjunct to be able to skip a day to go.  There should be a way to pay adjuncts a daily rate to take part in this training to raise the quality level of education at the campus.
We need a district-wide program that incentivizes employees to expand their career goals and talents. Reimbursement of tuition to take classes at SC or IVC with a cap of 2 classes per year is not enough.
In general, mentoring, succession planning (not sure if possble here), learning experiences in other departments,  (a better method for assigning out-of-class assignments), a development plan for everyone.
Practical tools, programs and assets that enable me to increase my own productivity on behalf of students.
Anything! Participate in meetings or on a task force or committee that may be outside of my job description but would broaden my knowledge of IVC and SOCCCD. Or committees that have everything to do with my job but I'm not a member of. Or conferences that pertain to my job. Anything!
I would like to participate in development opportunities that would meaningfully enable me to contribute more to student success in my area.  The development opportunities offered are sometimes informative of what other are doing and superficial in their nature.
Tuition reimbursement.
The reimbursement process for professional development is unnecessarily burdensome, which is why I don't even bother with it.  It is much easier to purchase a handgun in California than it is to do all the paperwork in advance necessary for reimbursement.
Interaction among the various departments on the campus to foster a collegiate atmosphere and culture. Allows the discussion and creation of new ideas in terms of student success and career success.
This is very, very basic, but all employees could use a refresher course in Outlook.
Leadership, Team Building and Soft Skills
Participation in statewide projects; participation in (and presentation at) conferences relevant to my area; technical training that is relevant to my area
Perhaps the District and the colleges need to increase the number of "job, career, military, & government fairs" offered throughout the academic year.  Also, school or department faculty may want to encourage associates, friends, community leaders from their particular field to address their classes on what a "mathematician, chemist, physical education, language arts, counselor, librarian, nurse, or fine arts instructor" does.  It is not enough to teach, as instructors our job is to mentor and prepare another generation for employment as teachers, doctors, accountants, computer specialists, administrators, and paraprofessionals.
Seminars for Adobe Suite
It would be nice to participate in more nationwide conferences in order to expand my circle of experts who I can all on for advice and partnerships.
RP Groups Student Success Conference / Leadership development programs
Many professional development activities takes place out of town.  We were told that there was little to no money available for travel.  Since then, there has been no real professional development.
The process at IVC for part-time faculty to access professional development funds is a mystery.  When I taught at Saddleback, I got emails with deadlines and forms and knew how much money was available.
Free online distance education teaching trainings. More multicultural competency trainings given our diverse population. I have majority Middle Eastern students in my classes and feel I lack knowledge about their culture and Islamic faith.
classroom strategies for effective group discussions; on-line classes; strategies for teaching to different age, class, race groups; transitioning from teaching to administrative positions; Is there a center for teaching and learning on campus? In the district?
I'd like to get training that actually helps me do my job and perform the projects/tasks my manager assigns me.  Instead I've been placed in classes that aren't relevant, are far above my knowledge level, or I've already taken on my own as a part time Saddleback College student.  I'd enjoy having a discussion with management on where I see myself in X number of years and whether that aligns with anticipated projects and future needs.
Safty and leagal issues
It would be great to have mandatory training for all new employees on district IT services including how to navigate Inform, ESCAPE, budgets, contracts, etc. Training on the use of how to use tools to be more effective and efficient at work Training on how to manage time effectively  Computer upgrade training
More student success
interaction, networking, and alignment with external colleagues and organizations
A subscription to journals relative to my field and for publications such as "Chronicle of Higher Education" and not have to pay for these out of pocket.
participating in seminars and workshops, and take classes.
Training and development opportunities as related to my assignment...not general leadership or management training.
Technical training  More sharing of best practices regarding student success
Current trends/ trainings relevant to my area within the college
There should be a training budget that exist for each department that is dedicated to that purpose.  Training is always left to what ever pennies are left at the bottom of the bucket ant the end of the year.
Classified employees used to be able to go to ITC and receive training in small group and one-on-one sessions. Unfortunately, training is only available to faculty.
student focused activities and Leadership opportunities.
Only if they are scheduled during my regular shift. Otherwise at the last minute I am asked if I would change my schedule to accommodate. I am part time and have to supplement my income elsewhere. It isn't that easy to just change a day or two before. Short termers can flex their time, I don't have that luxury.
Arranging my work schedule so I can take classes to further my education.
Technical Training in my field.  Since I have been an employee here in 20 plus years I have not received any training that deals directly with my job.  THIS SUCKS.
I am interested in professional development activities that will improve or enhace my classroom teaching in my discipline.  i attend off campus activities to get this type of development.
Workshops on painting
Opportunities to go to teaching/professional conferences in my discipline which cost more than the allotted part time stipend. The opportunity for part timers to participate and be encouraged (i.e. compensated) for flex activities. Opportunities to develop service learning programs, advance our use of technology in the classroom, etc.
Computer programs that are current, not ones that are obsolete.
Conferences out of USA
The truth is the professional development activities I can participate in are limited by my funding ($700 for part-time faculty). In reality, I can participate in some, but only if they are short-term events located nearby. 
I would like a full-time job.
student centered learning activities that actually engage the student
master classes and certification classes
I was scheduled to participate however I was pulled instead to meetings on campus with local area administrators.
I am interested in becoming a Director and or a Dean and there is not much opportunity to get training in that on the campus.
I would like more collaborative opportunities, across disciplines and across the district. I know that my colleagues have excellent practices to share, but the exhausting pattern of FLEX week doesn't seem the  best way for this collaboration to happen.
Reimbursement for higher education.
Training sessions:  1. Offered to Classified Staff during Professional Development Week each semester.  2. Or meetings when A/P procedures change.  3. Job-specific training sessions for people in like-positions.
As a classified employee, I have goals to grow professionally and move into a position of leadership. I know of other districts that are trying to cultivate leadership from with in. One college imparticular offered a one year leadership program for interested classified staff. It would be nice to see that kind of investment into classified employee growth. Contrary to comments made reagarding "non-essential staff" we are very necessary to the day-to-day operations of our campuses.
Conferences / Trainings / Webinars / Certifications
Legal updates, professional development seminars and conferences
There are a lot of international students taking classes in our department. Professional development opportunities that help me help them succeed and help me bridge the cultural divide would be appreciated.  Also, workshops that are focused on developing novel instructional strategies, particularly with developing effective assignments, would be useful.
flex week activities
Team building at IVC, to help with internal communication.
I would participate in any that would further develop my goals and talents, but I don't believe there are any currently offered by the District. It would be nice to see actual "training" opportunities to improve on skills needed to perform every day tasks, not the occasional conference or workshop if that is what is being referred to as "professional development".  I am developing my own talents/skills by taking classes on my own time. At least the District provides reimbursement for one class per semester. 
I would like to participate in development opportunities that would prepare me for and give me the chance to become a supervisor or move into a more important role.
Discussion of modifying the calender.
Attend trainings and conferences.
Still sub, TBA
software training in class with a good trainer  time to do it - regularly as part of my normal job activities
Numerous ones, but the lack of substitute professors hampers these opportunities, as I will rarely cancel a class to attend career development.
Career development should be a natural part of the talent management process....for all positions, at all levels.
Training and development of future goals in my area.
More funding for conferences is needed. $1200 per year is very low, considering the registration fees at many discipline conferences. (Mine is $375, with the membership discount)
Increase budget to attend necessary workshop/conferences specific for my area which increases knowledge and information for the district.
Leadership, mentoring and career development opportunities.
annual memberships in professional organizations; currently we cannot be reimbursed for these. it is ridiculous and far from best practices.
Travel, especially airline tickets has become very expensive and the amount of funding available to faculty to participate in conferences has not risen to meet this rise. It effectively shuts many doors for faculty development. Every time I travel to a conference I am paying much of the cost out of my own pocket.
I enjoy attending subject-specific conferences.
online teacher certification
Pedagogy, student learning, enhanced teaching techniques
What is being provided is sufficient.
Career Goals and Talents?? Is that what professional development is about?? How that's a leading question.
An increase in on-campus forums r.e. teaching pedagogy and student engagement is essential!
More retreat type events
I would like support to be able to take more graduate level courses. Currently the college offers support for continuing education as long as the classes you want to take are at Saddleback College.  However, there are no classes that would further my education at the college.
Staff Training related to the duties I perform.
Continuing education in the area of supervision and psychology
I have already given-up on any "possibilities" with the S.O.C.C.C.D.
There is a lot of technical training that could do somewhat better.  I felt like being rushed through computer training of Blackboard for example.  I think I can speak for many of us who wanted a strong concentration in a few areas than a bullet presentation of a multitude of topics. 
Who knows... what is the point? I don't need professional development to do my current job. The likelihood of ever moving up into a higher level position is remote due to the lack of opportunity and the bias presented by management toward classified.  THAT'S the real issue.
Management Training
Training on the systems I use and evolving technologies pertinent to my position.
I am a part timer who has worked most semesters at Saddleback since 2006. I've only applied for professional development funds for a conference once in a semester that I happened to not be assigned a class to teach. I was turned down because I wasn't active a that semester. I've taught every semester since then but there has not been another conference as appropriate as the one I missed that time. For a teacher who has taught so regularly at Saddleback and never taken any professional development funds, I would think it would be worth helping the teacher attend appropriate conferences when they are offered rather than sticking to a strict rule about the timing.
Some day classes that are required are not offered at night toward completing my degree. I'd like an option.
I teaching only online classes, and am not close to the campus and would like some professional development activities to be presented online/webinars.
I need more help becoming a good teacher. I would like more advice form all of the good teachers already here
Many, we just don't have the funds to support professional development.
Anything having to do with Facilities Manitenance
There is insufficient resources allocated to professional development opportunities for administrators, managers and staff.
The scheduling is not well planned out.
more $ to attend conferences/workshops/courses in my discipline with full reimbursement
More management training would be helpful.
computer skills, leadership training, how to set expectations with subordinates, how to address unprofessional behavior and poor job performance in subordinates.
There is a huge lack of training and workshops for faculty when it comes to new technology or Blackboard. At the same time, due to the huge teaching and workload of faculty, it is rare that we have time or openings in our schedule to attend training and workshops.
We need classes for department chairs on the maintenance and updating of the department specific websites.
I enjoy learning various teaching strategies and activities that can easily be incorporated into the classroom without revamping my whole system.  I benefit from techniques that address group work and student motivation.
Microsoft programs, leadership skills, training on all AV equipment to be able to show instructors who are not familiar with the equipment.
continuing education in job specific areas and new tools available
Best Practices (teaching)  Time Management  A side note: Need much more time to implement newly acquired skills and knowledge and less demand of time serving on multiple committees.
Area seminars and conferences.  Perhaps also talks within my field at local universities and colleges. 
Basically your goals are not considered.  I would just be happy if I was allowed to do my job!
Continue departmental meetings to discuss pedagogical innovations
Saddleback's focus on student success has been impressive.
Any collaboration within our own department would be nice.
Student success. 
Met with Faculty Development office for BlackBoard training.
I would like to attend some academic conferences; the resistance against funding these opportunities is centered around the comment, "that is not directly related to your job."
Attend more conferences
New collaborative learning techniques in a face to face environment and in an online environment.
I would like the opportunity to learn more about the state initiatives in relation to education. I would also like to better understand how the college works, and how our college relates to other colleges within the state.
I'm interested in opportunities for full time faculty members to grow in mid-career.  For example, opportunities to help with accreditation, take on management positions, etc. 
Classes to  maintain certification required for my area of taeching
Paid classes for part-time employees, safety classes
courses and flex week activities directed by Saddleback college
I don't have the time in my job to attend what is available.
Some fro which my divsion budget can't cover; I sometimes pay for my professional development with my own personal resources.
As a classified employee there are VERY LIMITED professional dev. opportunities provided to us.
Personal career development opportunities outside of my direct responsibilities.
There should be much more development building by outside experts that come to our college and not just by our college faculty or staff that think they may know all to teach. It is also vital that our faculty and staff are MANDATED to attend in-service such as crisis and mental health issues instead of just sending students in and then telling staff they are "afraid". There has to be responsibility on the part of staff to attend and if not then make it mandatory. I would guess 99% do not know emergency procedures or what to do in a crisis on either campus.
It would be nice to attend software application workshops offered by our IT department where we could attend in a classroom. Another would be a social media workshop.  A workshop on Managing Millinials - These would help us work with the ongoing and changing populations we serve.
Staff development workshops that address the obstacles and challenges of AB540 students, and ways to improve their success in higher education.
Really? Why don't you ask the question of what PD activies would assist in student success?
I would love to see knowledgeable presentations about trends in student abilities (or lack thereof) and interests. I would truly love to see knowledgeable presentations of comparisons between our students (in the U.S.) and students elsewhere in the world (study time, etc.). I suspect that we've settled into an unsustainably low level of homework in this country. I would  value knowledgeable presentations about the results of efforts to test the efficacy of distance education, especially online instruction. It seems to me that, in general, the colleges buzz along with the unquestioned dogma that distance education is good and should be developed. I'm not convinced.
Classes. Currently, faculty are not permitted to attend classes off campus funded through faculty development as this could be interpreted as working toward a degree that could increase ones salary. The problem with this logic is how can a faculty person really improve their skill level simply by attending conferences. Many do not offer workshops, therefore there is no learning only updating. The logic here needs to be reevaluated as I am certain there are faculty interested in taking classes without intending to get a degree.
Attending professional (not educator) related conferences and meetings.
I have tried to go and use the reimbursement forms on the district website but could not gain access.
I would like to be able to participate, but I am unable to as the district limits my hours to 10 OSH hours per semester, I am only allowed to teach one class in the entire district and am forced to look for additional employment outside of the district.
The best I have participated in with regards to this district is the Great Teachers Seminar. Because I teach mostly afternoons, the scheduling of other meetings and workshops or events often translate into extra commutes and wasted hours if not a direct conflict with my own schedule. (Even though a part-timer, I teach nearly as many hours as someone full-time, but for a fraction of the pay and none of the benefits.) The GTS works because ours is during Spring flex week and the state one in late Summer; it's also run by faculty for faculty, not by administrators. Due to an ongoing matter, I do not find administrators from the Vice Chancellor on down supportive of faculty, at least not part-time staff.
More IT instruction for classroom use
I avoid most of the college's offerings since they are too edu-cratic and not pertinent.  I would rather attend my professional conferences and activities, where I will actually learn something as well as maintain and develop professional associations. Further, at IVC we have a juvenile idiotic Pledge of Allegiance as if we were still in grade school then followed by a prayer.  I find the administration of IVC, with their constant 'American Flag-ing' of everything to be an embarrassment and, knowing them as I do, a subtle threat to the faculty and staff to 'stay in line'.  Good grief, they even had two flags - one American and one California - behind them as they sat at a table for an open college forum on Nov. 4th wherein they spoke one after another for 70 minutes of a 90 forum - allowing a veritable avalanche of time for questions.  They are not interested.  The Flags are not needed for an open forum and again a subtle threat of retaliation of one does not 'stay in line'.  All of these meetings are mostly attended by classified personnel - mostly from their own offices - they spend most of the time talking, calling each other in titled formalities as if it were the military (something ***** would prefer us be like), - this administration is not interested in doing what is right for this college, they just want to look like some South American Oligarchy so they can make a list of forums, meetings and so on for accreditation CYa-ism.  They do this with a look of 'retaliation is on the way'.  They do this while the 'Chancellory' and the Board of Trustees stand aside and allow it to happen, you all are culpable.  And when it comes to retaliation, why in the world would anyone want to be a Dean at IVC as long as ***** won't control ***** *****?
Student success is often mentioned yet not put into practice when decisions that enhance student learning need to be made.
I would like to participate in professional development activities that will help me to broaden or refine the scope of skills needed to perform my job. I think there should also be training for new district policies and procedures that go in effect which may include extra steps that may be difficult to grasp.
classes through IT to educates us on the Microsoft Office
Workshops for better organization skills, time management and team work.
I already attend conferences and keep my skills up to date; therefore, I have all the resources needed for professional development.
More funds and opportunity for travel. More diverse scheduling of PT events and development.
Secure classrooms, recognizing disturbed students, how to convert your class to online,
Instructor workshops throughout the semester.
Any I would be offered if I could manage to get away from my full time job.
Attending workshops, seminars, classes. Being able to have associations in relation to my profession covered financially.
Technical training workshops at conferences held by professional socieities
professional development is built into our jobs as we have to stay current in order to teach
Continued training in accelerated writing instruction.
Technology use in the classroom
I think what I have seen offered is very fine--I just haven't had time to participate because I am working two jobs.
Monetary compensation for adjunct/associate/contingent faculty to participate in campus- and district-related professional development.
Effective teaching strategies - Active Learning
Here's a thought about student success . . . hire more faculty and staff and stop hiring all of these useless managers and administrators! These are the people that produce work and come in contact with students. If they're unhappy, so are the students.
Leadership development workshops
We had an excel training workshop that was very beneficial.  More of those types of workshops would be fantastic!!!
Everyone uses the word "student sucess" and yet doesn't understand what it means.  We all play part in this by doing our job.  Instead, District is adding and reclassifying positions in their area for what purpose.  College has received no benefit but consistently adjusting to District requirements that changes daily.  College is where students are.  We need resources and staffing to support student success

31. What specific areas would you like more training in?

I can't afford to miss work in my area as there is more work than there are hours or man power.  If I attend a training opportunity, there is no one to keep up with the work flow that I am responsible for and my duties and responsibilities in my area suffer as a result.
I have NOT participated in training about district-wide processes and procedures.  Your question above does not give me the option to "strongly disagree."  Instead, there are two "strongly agrees" to choose from.  That is an error in this survey.
Planning and accreditation process.
Leadership development, process improvement, decison-making, lean thinking, innovative thinking, effective communication, goal setting, true accountability, giving and receiving feedback, as well as have each department have a better tie-in to the mission, vision, goals of the District/Colleges. Have had much of this training elsewhere but seems lacking here.
I don't think I need additional training if processes and protocols were available for review on a more consistent basis.  It feels as it rules are not applied uniformly, and rather than having something for me to review either proactively or reactively in order to maximize our potential I am compelled to hit a moving target.
There is not training for anything in this district except how to use Escape.
All of the above. Organizational structure, resources, processes and procedures. I want to understand the workings of the district and the colleges and feel like I am a part of something.
All of the above.
I really appreciate the CIDDE, or whatever it is called now (Student Success Center?), because the people who work there provide invaluable support.
District resource allocation
New and often unclear procedures are usually deeply hidden in SharePoint and are difficult to find.  Please post procedures on MySite which is much easier to navigate.
Trainings that would allow me to advance within my job classification(s)
Probably a good idea to address all of the above. In particular, I would like to see training that is focused on the specific forms and procedures to use in completing personnel evaluations. The online material is very vague and doesn't really help.
An Overview of the processes/work flow of other departments that interact with my department.  Issues may then be addressed that might need a change or correction. 
There is a lack of training and clarity about college and District Services processes and procedures.  It is not uncommon to call two different people in the same District Services office and get two different responses to the same question.  The other issue is that processes and procedures are not always followed... people pick and choose what's most convenient.
Getting some district folks on each campus more often. After all, is the District's role to build the framework for colleges to achieve their stated objectives--train and instruct students to complete AS and AA degrees or certificates? If yes, then greater contact at levels below senior college administrators might be highly effective in our reaching our objectives of keeping students enrolled, on track and completing their degrees.
Though my academic path was not straight forward as well as now being a retired instructor, I would like training in "Career Mentoring." I am available to work as a "guest speaker" to women's groups, high schools, veterans, re-entry, disabled, ethnically at risk students, international, and other community groups.
Processes and procedures
As a part-time faculty member, time is a factor in all of these.  Part-timers are not compensated enough to be willing to participate in such trainng external to our unit.
Contracts have been causing trouble for each department on the IVC campus.  Their are no written guidelines and each time we begin a contract you never know if it will take months or days.  This is a result of the process and procedures not being written down.  I would like to see clear procedures for submitting contract for ALL entities to follow.  No special treatment given for walkups or people within District Services. Also I would like to have the district provide training on how to effectively communicate via email.  Many times what is written in email is not the intended message.  Training in professional communication etiquette I believe should be a yearly training.
Faculty development, curriculum design, enrollment management, advisories that matter.
First, there's an error in the available responses to one of the above questions:  2 "Strongly Agree" and 0 "Strongly Disagree." I would like a transparent process for part-time faculty to access prof'l development funds.
We need more training in understanding the allocation of district-wide resources.
Technical training relevant to my job and the title above my current position.  Management type classes that would allow me to be a better team member, team leader, project leader, etc. 
Chain of command issues and procedures
See above.
More student success
none.  I train myself as needed. on-line information ("training" available 24/7 for access as needed would be more helpful than talking heads presentations by people who are not good at presentation.
This is a tough question because as a teaching community, we are always made aware of opportunities, yet full-time faculty are often already overwhelmed with planning, grading, etc. and part-time are probably on the freeway "flying" to their next teaching gig. Perhaps more online resources (e.g. webinars, conference calls, etc.) that we could review on our own time and schedule would provide an alternative to either a static print/digital publication or requirement of being in-person for training, workshops, etc.
Its not training that needed, its defined processes that we all can contracts processing.
New laws and requirements signed into action by our governor or adopted by the Chancellor's Office, existing processes and protocols on subjects like employee injury, workman's compensation claims, changes in union contracts. etc.
No one wants to attend training in these areas.  If processes and procedures are so onerous as to require dedicated training you have problems.
Anytime I see this offer it is during my shift and not able to attend, once I attended and then was put on the spot as a reporter for what I experienced - not really an incentive.
Purchasing procedures and contract development.
Understaning the District and how it functions would be a huge help for most employees.
I am quite uninterested in district wide procedures.  I will fill out whatever forms are required, but I expect administrators and classified to do their jobs well (and by and large I think they do) and let me teach.
watercolor, oil painting, pastels, drawing topics. From workshops I get ideas for class projects and stay updated on whats around
I'd like to better understand the district-wide budget.  I always hear about DRAC, but I don't really know how it works.  I'd like to see a workshop that explains all the acronyms that we hear and how they work (FON, FTEF, WSCH, etc.).  How about a Flex Week Workshop?
district wide resources and the district wide processes and does everything work as a whole
Thank you for WorkDay.
1. When the new WorkDay program is rolled out, I would like on-going training, as there are situations/questions that will arise once we begin using the new program.  2. AP procedures, start to finish. 3. Purchasing procedures, start to finish.
The processes for other student services departments. Such as how does a student apply for specific programs, How are new regulations such as the one regarding course repetition affecting our enrollment, or What is the process for handling student incident reports?
Things that relate to my job  not training in district-wide policies.
Any process change at the District level that impacts the colleges needs to be communicated widely and in a clear and understandable way. Adding such changes to the bottom of an email blast isn't 'training', it's barely notification. We're all too busy to catch everything these days.  Workday will require a ton of training. You cannot offer too much training at different time slots to accommodate people that may want to take a training more than once to be sure they got it.
Not training per se, but finalization and documentation of procedures would be immensely helpful.
Class scheduling, and the IT systems that support it.  The purchasing process, POs, reimbursements etc. The process of resource requests.
Everyone should have formal technical training annually.
Microsoft Excel,  
Anything. I have never been given training
How does the DRAC model work.
Software training specifically related to what I am doing from a GOOD trainer in class or a well designed flipped class with lectures (synchronous video sessions, recorded video sessions, podcasts, live chats and discussion boards…) and readings online with face to face labs that focus on exercises that establish understanding that culminate in assessments that demonstrate understanding governance on campus,
Many things are vailable for me to know more but the problem is finding the time to go to everything. Yikes!!
More input to change district policies and procedures, and an avenue of complaint and advise to contribute to these changes.
Org structure and function of areas
Workday, when it is fully up and running.
We write proceedures in a book but never follow it, unless it is used to punish.
Chemical Hygiene, 40 Hour Haz-wopper training, bloodborne pathogens. Currently the district is relying heavily on Keenan and Associates (our insurance company) for these courses. However, there are other sources for these training that are more comprehensive and provide more concrete examples.
At the orientation we received minimal and very general information District organization.  Beyond that, anything i have learned about the College and Division organizations was gained by going online and researching existing files.
The desire is no longer there.
I felt a bit left out with being one with the district because I do not attend first year faculty orientation meetings.  I had my teaching schedule that conflicts with the meetings.  I was told that I will attend those meetings during my second year and that my teaching load will not conflict those meetings.  I hope so and I look forward catching up with the rest of the new faculty members. 
I don't need training... I need consistent policy communicated to the college.
It is very difficult to take time off since it is a game to get time off.  It is not worth being a participant in the game.  No one should be at the mercy of their supervisor.
HR and Risk Management.
online success.
Maybe I missed these training sessions....I teach every day
what training are you talking about?
Any that affect the Ed. Code & CBA and internal workings of FMO
I think some of the District-wide processes and procedures can be improved from an efficiency perspective. Just take the time to look at other Districts and how they function. There are things we do that are different, and for no particular reason; and sometimes they are more cost effective. Efficiency and effectiveness can be accomplished simultaneously, and provide a good outcome.
all the district-wide stuff mentioned above
Information related to the contract process.
Not training, but specifically who is responsible for what.
In the areas lacking - noted above.
I appreciate the efforts that HR has made in conducting training for IVC administrators and managers. Since there is no permanent HR presence on campus, it encourages dialogue and discussion of relevant collective bargaining issues and how to address the FRISK model.
No comment.
Training under district HR has been poor.
HR, student success that can make a difference; have teachers from other departments come into your classroom and engage collaborative learning and assessment of both student and teacher learn what other teachers are doing and how they teach; come together and discuss to implement into your class
district wide resources training
There needs to be extensive training for any new software that is instituted, or software that is integral for an employee's job duties--currently, newly hired, or newly promoted individuals have very little in the way of training resources--most of the training comes from fellow staff members, or is learned by "guess and by golly," on the job.  Not a good way to retain employees.  There needs to be training that explains what each District Office does.  There's no dedicated training center (office) for the classified staff, where they can go to do periodic training, during work time.
The organizational structure, resources, and processes and procedures that I interact with are largely undocumented.  As a result, each time I interface with district services it is a new adventure.  I would like to see more documentation of these things in order to help me with my work.  Human resources issues/questions (e.g. bumping rights for categorical positions) and contracting processes are particularly unclear. 
Emergency response to and active shooter
All of the above; at this time, most things about the district are unknown.
I'd like more training on how the Academic Senate works (for example, what the domains under the AS), on how technology funds are managed at the district level.  When I make a request for a small amount of funding for computers for a course, I am denied, but I understand there are millions of dollars available with Mr. *****.  A lot of faculty members see Mr. ***** as having too much money, which is ineffectively used at the district level, and which is unavailable to them for use in their courses/departments/divisions.
I am not aware of training in district-wide resources or processes and procedures.
District HR and business processes.
Changes to District-Wide Forms.  District Services makes changes/rules on various processes (field trips/contracts) or forms but they do not advise the campus of these changes.  Information does NOT trickle down from District Services to the colleges. 
Computer training, smart phones and college integration with technology tools.
I have attended the trainings above but that does not mean I understand and all keeps changing.
For as long as people with Ed.D. degrees dominate the colleges and district, any training is just a waste of everyone's time.
More teaching strategies for the iGeneration learner
Right now instructors' right and the legal policies regarding so-called special needs students who lack documentation because I and my other students are being punished due to a student complaint. I have not even received a copy of the complaint nor given any guidance on obtaining it, but I already caught the student telling a falsehood about me and immediately corrected the misinfortmation to the witnesses to whom she told the lie and requested they email my dean as soon as possible about the situation. The dean claimed she never received such an email so I kept documenting my side but she would not put any of substance in writing back to me until notifying me two upcoming class sessions were "pulled."
Whatever affects classroom teaching and the learning environment
How to deal with stress caused by the pervasive retaliatory environment at IVC.
None, does not apply to my participation with Irvine Valley.
Clear delineation of the roles of the district office versus the colleges.
I am interested in the long term goals and plans of the District, Saddleback, and Irvine.
I have no idea how to obtain this information without scouring the district website randomly.
I would like to see a change in fiscal policies regarding student clubs, student travel, faculty reimbursement, scholarship process, to name a few.
Retirement planning at below-poverty level.
Adjuncts don't get to participate much in this area or are not encouraged to.
I'm a faculty member. Therefore, my obligation is to the students in the classroom, not district red tape.
My job is to teach.
 IT workshops to enhance and expand the use of computer programs and software. Offering this type of training could benefit not only individuals but all departments district-wide by optimally utilizing the tools and resources we have available.  Organization and creativity could be increased.
More specific training about the specific job you are in.  Especially, if you did not know about the Escape system, payroll, purchasing, etc.  Like the faculty center, where the faculty can drop by and get specific answers or help.
How to kiss _____, so that we can all be on the ***** Squad.
The chairs, dean, and administration needs training in how to be decent, professional people. I find that they're heartless jerks. Our chair purposely set a goal of running out all of the "old faculty" and she's doing a pretty good job of it. All of the newly hired PT faculty are young. It's happening throughout the district. Everyone that's run out is old. Apparently, it's coming down from the top that they need to save money to pay for all of the recent promotions and newly added administrative and managerial positions.
District should be providing training and guidance to management in dealing with Faculty and CSEA issues that are constantly challenged by employees.  It could be things that we deal with daily basis such as sick hours, PNL and what applicable ED Code and labor codes, what is our limitation and what we can and can't do.  If we have to tell you what type of training we need, maybe, there is an opportunity to consider re-training from the beginning so that we are all operating under same rules and to limit grievance. 
I would like more training in Blackboard.

32. You have now completed the survey. Do you have any other comments or suggestions regarding the survey in particular?

Too many forced-choice questions preclude comment on answers that may be situational or dependent on certain circumstances, offices/units, perspectives. More questions should allow differentiation among units both at the College and in District Services. I have doubts that his survey will give you useful information upon which to base change or decisions about improvements.
Let's hire more administrators/managers
Need to work on employee morale district-wide.
Thanks for your interest in our feedback and the follow-up to the prior survey. District-wide, there are many, very talented and hardworking employees and, the District is a nice working environment.  Community Colleges have so much value, and student success is an inspirational and important mission! Some departments seem almost exclusively task-oriented without much sense of an overall strategy linked to the District strategy. In some cases, the management style is very "command and control", maybe that is the preferred style District-wide ... not sure.
This continues to feel like an exercise in futility.  Although we have been surveyed repeatedly, little substantive action has occurred.
General feedback is the lack of accountability in this district is beyond belief.  The lack of respect for and by the leadership is a result of the lack of accountability.  Especially administrators are allowed come and go as they please. produce substandard work and  are often ineffective.  One or two deans at Saddleback who are absolutely ineffective should be incentivized to retire for the good of the institution.  There is too much politics and not enough honesty and commitment. Managers go to a retreat every year and every year come back with the same set of challenges.  Literally the same problems of trust, failing leadership and low morale. I never complete these surveys because nothing changes.  This time since I know it will not matter, I just felt like venting. 
I have been brutally honest--the District needs a wake up call.
What's lacking at Irvine Valley College is Trust. There's like this wall between faculty and administrators. Not all but enough. With that being said IVC is a great college.
I apologize for not being more helpful with my comments.  I'm just so busy/focused with my teaching responsibilities that I don't always keep up with the "big picture" politics and major issues affecting the District.  Overall, I really enjoy working for Saddleback College and SOCCCD.  The vast majority of faculty, staff, and administrators seem to truly care about our mission of student success.  It is nonetheless good that we are always looking for ways to improve things, and I appreciate your efforts toward this goal.
TREAT CLASSIFIED STAFF WITH MORE DIGNITY AND RESPECT!  We are the ones who work the frontlines with the students and community.  Not Administrators or District staff.  So listen to what they have to say and be willing to work with them.
Sometimes decisions need to be made and senior admins. are not willing to make any.  It affects programs and creates a few roadblocks that make fairly easy decisions difficult.   In my experience it is decisions that benefit students and they are not being made.  
Thank you for asking/doing this. Maybe there will (FINALLY) be some improvement. Most employees I've encountered would not last a day in a true business environment...
Felt like I would have like a "Neutral" option on some of the questions. Seemed pretty short & fast. Thanks!
Since training is currently lacking.  With the implementation of Workday-Have we identified several trainers? It is key that we have an abundance of employees who understand the colleges/district day to day operations to ensure Workday functions properly for the success of the colleges/employees and students.
There are two major issues in our District:  1. We don't hold people accountable... too many decisions (HR, college-level, etc.) are done for political reasons. 2. Leaders are not always trustworthy... once again a lot of political overlay.
There s a need to survey department faculty against the effectiveness of their Dean.
    From a faculty perspective, this district offers its employees great benefits and our basic aid status has continued to let the colleges solve problems other districts (who might try bonds) don't have. Still, we are too often complacent. The greatest step we can take to give students a "quality education" is the hiring of full time faculty. Many of our programs have over 60% of our classes, labs, library and counseling  functions provided by part time faculty who don't know if they will be invited back from semester ot semester, know the polices of the departments they serve in, can't attend dept or division meetings, don't participate in committee work and who do not know or often are able to design and redesign curriculum, a fundamental foundation of any college.
I think I've said it all.  However, I commend SOCCCD for developing such a survey to ascertain what its administrators, faculty, classified personnel, and students want for the District's future.
In terms of training, I should have included a comment about orientation.  The onboarding process is minimal at best.
I selected that my work is unappreciated because of the fact that part-timers are not sufficiently compensated.  Trying to get a salary increase is as hard as 10-year-old Halloween candy.  The fact that our salaries - and any potential increase - are based on what we filled out in terms of work experience during our initial application is ridiculous.  Part-timers continue to add experience and additional positions to their resume, but that is never considered, as everything is based off the original employment record.  Very archaic and demoralizing.
The number of committees, task forces and councils is absurd.  We have so many conflicting levels that is is difficult to get anything done.  All our directors and deans and other administrators could be replaced with a few people who knew what they were doing and were willing to work with students or faculty.  As it is they just meet in continuously shifting aggregations and do nothing beyond making everything take three times as long as necessary.  It really is absurd to watch so many spend so much time doing so little.
How about something re: the difficulty in part-time faculty meeting with students outside of class time:  Limited office space (1 office with 2 computers for MANY p/t faculty.  Also, no paid office hours as there are at Glendale Community College.  I feel that students who have part-time instructors and need extra help are at a disadvantage. 
I would like to know what major issues the college presidents are dealing with, not just fluff press releases.
Why is the FMO not included in the survey?
My answers can probably make someone think I don't like it here, but I do.  I answered the way I did based on how the possible answers to the questions were presented.  Perhaps every opinion based question should allow but not require comments.
The district board needs to wake up to the incompetent rogue administration at IVC and replace them.
The fine arts division dean is hindering our art programs rather than helping them. He is putting students at health and saftey risks by letting the ceramics lab tech have them do his work with toxic materals , chemicals, and power machinery. This situation is wrong and could be very costly if allowed to continue. This dean should not be left in charge!
The overall staffing in our district is exceptional yet we have hostility in some levels of leadership in administration, management and faculty. This is unfortunate as the vast majority of personnel at all levels is talented, passionate about educating and serving our students, professional, and respectful. I love working in this district yet hope those who encourage intra-district conflict hear that it only hurts our community and themselves. Together, encouraging positive interactions and a strong work ethic, we can reach greater heights as a district.  
A reward system should be enacted regarding class assignments for Adjunct faculty.  For example adjunct who have been employed at the colleges for a number of years (e.g. 14 in my case ) should have some sort of priority for classes over adjunct faculty who are newly hired or have taught at the college only a short time.    How about after the full time instructor assignments are made, a list of remaining classes in our department is given to us to choose from with the "senior adjuncts" choosing before the newer adjuncts.   Unfortunately, the way the system works now is: We have no idea if we will even be hired ... we wait in anticipation and then we get a call asking: can you teach class XYZ on Tuesday at 7 P.M. no other choice take it or leave it.  What's worse is that this class may be one we've never taught before, so now we have 50 to 100 hours of preparation and we may or may not be offered this class in future semesters.  The system needs fixing if you truly value the adjunct pool.
The wireless internet system at Saddleback College is slow and outdated, it need to be updated.  It negatively affects education because many faculty have students use online resources in our face-to-face classes.
trying to ask and have answers to questions that blur the distinctions among the 2 colleges and district services makes the information gathered here less robust than it might otherwise be.  This will permit analysts to draw desired rather than valid conclusions.
I think the district is doing a great job of being more transparent and more receptive.  It is the top leadership at IVC that have swayed my votes in this survey.
Thank you for this opportunity.
With all the CRONYISM that is going on in both campuses, majority of staff have lost respect for the management and those responsible for letting this shameful act continue. Shame on those who commit this act and shame on those of you who close your eyes and let it happen. Because management’s spoken words and actions are so grossly contradictory, the classified staff’s morale is at an all time low. Surveys accomplish nothing if you don't do anything with the information you collect.
IVC is a great place to work!
I do believe that the leadership at the college is incompetent and uninformed. I can't believe that a speaker received $ 85.000 (eighty five thousand dollars when students do not have money for books)
The district climate is markedly improved over the former "fear, uncertainty and doubt" days, but conflict over resources lingers and reminds us that our newly-won civility is fragile and requires eternal vigilance.
I love working for the college and being part of SOCCCD.  I think as a whole there is a definite increase in information sharing over the last three years.  I still see opportunities to increase this flow of information and professional development for all not just faculty and classified staff but also for Administrators.  We have an obligation to serve our students and I believe we could do a better job if our people in the district actually came to visit areas in the College so that they understood how those of us in the college are trying to align our efforts with the strategic mission of the District, this is true for many of us in the college to see what it is the District is doing. Being transparent in our efforts increases understanding of each area.
The group I work with at district services is awesome.  interacting with most of the rest of district/colleges is painful.  Most of this is related to procedures/policies.  I am hopeful that workday will bring us in to the current century.
We need new leadership district-wide in order to restore integrity, equity, and fairness.
I appreciate the district taking the time and investing the resources to survey the Staff. With more time in the district I hope to contribute more.
While I love teaching, my students, and my immediate colleagues, I feel that the general environment at Saddleback College, and probably at other colleges as well, has deteriorated in recent years.  Teachers and Department Chairs feel overworked, underappreciated, and frustrated by the incredible amount of useless red-tape and statewide decisions that hamper innovation and student success (restrictions on repeatability, the MAP process, etc.). I do not blame the administrators, who I think do as good a job as they can given the circumstances, but I would like to see the college address these problems in a more meaningful way.  Some fixes are simple (those with college degrees get a pass through the MAP process), some more complex (with different colleges coming up with different solutions to the repeatability problem, why are some colleges allowed to make certain changes, and others not? Perhaps there should be some school to school coordination).  An awful a lot of time and resources seems wasted on Strategic Plans that don't really affect the day to day teaching in any meaningful way.  My number one suggestion would be to trust the teachers.  they know their disciplines, they know their students, they know what to do.  Rather than hampering their ability to teach, we should be advocating for the success of their students- not from the top down but from the bottom up.
Do this survey more often and plan on how to execute suggestions rather than just tabulate them.
No organization is perfect, and if we were a football team I would say we are having a winning season. Overall, I am happy to work with SOCCCD as a whole and I doubt that many other educational institutions do what we do, better. We've must be in the top ten. I believe we have a great leadership team with *****, *****, *****, *****, *****, ***** and *****.  If I had to do my carreer all over again, I would choose Saddleback College.
The survey was well designed.
It is quite disturbing to hear of individual Administrators who because of their position are allowed to skirt rules and regulations to further their own agendas (especially in the areas of running off good employees and hiring former colleagues and/or collaborators from other institutions). Ruthless leadership erodes the overall performance of the college and diminishes opportunities for true collaboration and success. 
Professional Development is CRUCIAL for Classified Staff.  At Irvine Valley College there is only on average $70 per employee. This is totally disrespectful.  We work at a college, a place of education and IVC does not want to invest in her Staff.
There is a genuine lack of respect between Administration and faculty, especially part time faculty.  It would be interesting to see a survey that is just done by part time faculty, rather than both full and part time. I believe the results would be quite different.  I believe that as faculty have student evaluations that staff and administration should have evaluations done by faculty to encourage communication and improvement.
Thanks for asking. As  a part time instructor I often dont feel as connected to what goes on in the district or on campus. I spend a lot of time driving to my locations along with  trying to make a living to supplement what i make at the college by also  finding classes elsewhere, like many other part timers. I think the college does a lot of good things and I will say I am happy to have served  for nearly 20 years as an instructor . I am also proud to say I work for Saddleback.
Have the definitions on every page, not just the first.
I don't read the bulk of district emails I get. There are a lot of them and most don't seem to have any relationship to me, my work, or my students.
I think the District is a day late and a dollar short and unless there is some real attitude adjustment with real results the status quo will remain.  Talk is the cheap, walk the walk instead just talking non-stop about what you are going do.  Who cares?  Students don't and the staff doesn't trust you further than they could throw you.  The other thing everyone in managment should try to do is use the Saddleback College website, if they don't find it frustrating I'd be surprised and yet you expect students to be happy with it. Home grown has turned into kudzu and it's a maze that is diffcult to navigate.  It needs to be trimmed back and made efficient, instead of the tactical nightmare it has grown into.
I do but honestly feel they will be ignored.
Yes, part-time faculty are an integral part of this organization but are not invited to participate in planning, decision-making, or governance, for the most part. Even when we have part-time faculty wanting to serve on the Senate, District Services can't even be bothered to provide a list of part-time faculty in a timely manner so that we can hold an election as scheduled. 
IVC president should be more respectful and supportive of decisions already made and help to move the district forward without continually revisiting old finished business and pointing out how he would like to have done something. IVC president and staff continue to be publically critical of chancellor level decisions.
As a district we can create board policies and administrative regulations to encourage collaboration and mutual respect.  However,  if administrators, managers, faculty, and staff do not believe in them, positive progress will never occur.  Publically employees talk of these buzz words and phrases but privately there has been no buy in.  The district spends large amounts of time and resources with very little positive change.  As a result, resources are diverted from the ultimate mission of the district to provide high quality education to students.
I feel very grateful to have a job, and I love the work I do to serve students.  There are a couple of really mean people in this District.  It would be very healthy if these folks could be encouraged to change their ways.
thanks for posting the survey and asking for our opinion. 
I noticed that the page asking about the information I receive (or fail to receive) from administrators is the only one that does not offer any space for comments. Why is that?
The questions were phrased: "I have participated in training that increases my understanding of..."  This is misleading. One training session was provided in the area needed, and while I did attend that one session, more sessions are needed. By selecting "Agree", I am indicating I attended what was offered, so that the survey shows I am taking advantage of what is offered, however, I "strongly disagree" that enough training and/or communication regarding new procedures is provided.
The South Orange County Community College District (SOCCCD) is a great place to work. The Board of Trustees are unified and there is a unified feeling on the Board. Both Colleges, Saddleback College and Irvine Valley College, have a wonderful reputation.
There is a lack of good, throrough and timely communication throughout Saddleback College and the District.  This has been a long-standing problem and is frustrating and leads to inefficiency, confusion and problems.  There is a great need for BETTER COMMUNICATION about new procedures, new forms, etc. and the sooner this is taken seriously and implemented, the better for all -- staff, faculty, adminstrators and students.
I would like to see more investment in the development of leadership from within our own campus communities. We are a college and should encourage education of not just students but of all involved in our campus community.
My final thought to share is that there is an overall morale issue with colleagues on campus about what's going on at the unit level, campus level, and district level. There seems to be less innovation, creativity, and passion to perform at high levels. I commend the District for trying to improve things, but we still have a ways to go...campus staff want their jobs to be made easier, systems to be more streamlined, layers of duplication removed so we can all do what we're here to students succeed. Let's get credit cards for each Division so it's not an expectation that we all put purchases on our own credit cards. Let's not ever refer to classified staff as 'non-essential'. Let's be proactive and less reactive in our approaches. Let's really foster a community of trust, engagement, and support that values staff. Let's really hire quality people to manage and lead, let's give them the appropriate training they need to be successful, let's really put into practice the values that drive our mission and let's do it for students, not for ourselves, our own recognition, that extra stipend, or some other reason because that's why we're here!
Most everything positive that I feel about my job is because of our division and program (nursing).  I feel frustrated by some things that happen at the college level.  I don't understand the relationship between the college and district; who's the leader here? 
I think going forward it would be useful to redevelop the survey to identify issues that can be resolved.
With professional development training and services in the future, it should help increase working relationships within the District.  I would like to see the competition between the two colleges go away (as morale is at an all-time low). I would also like to see the power struggles between parts of the District Services and the colleges administrations also disappear. There is so much potential of accomplishing many, many goals for Student Success, but changes need to made in order for this to take place.
Admins of every level could use basic training in Microsoft and Outlook. There are Admins who do not know how to set up meetings, check calendars, or use their own office phones.   
Poorly worded survey - much too general. there is a difference between a 30,000 foot perspective and just being vague.
I do not feel as though I am a valued employee. I am not told about things that affect me, plans change without my knowledge, and my opinion is not listened to, especially by *****  *****. I feel as though ***** treats men and women differently, with women being treated better. She shows favoritism, and my pay has been cut since I started working here for no reason other than to save the school money.
I am an adjunct faculty and only teach one class per semester, so many of these questions don't really pertain to me.
Thank you for asking!
Tired of surveys, just want these issues addressed already
I love the interaction and sense of community that Staff Development Day brings to the colleges and District as a whole.   And I love seeing District employees from every department participate in the District/Fiscal Services theme days.
Overall, the people who work at the District level are very competent and extremely nice, but there seems to be a disconnect between District management and what is actually happening in the classroom, and  at the college level. I'm hoping for integrated, dynamic, involved leadership from District personnel that reaches the classroom.
1) Why doesn't this survey have spell check? 2) I've seen the results of the last survey, but what were the "action planning" items? What did you do? What was the result? What has been improved, enhanced, or changed since the last survey? Who worked on the action teams? Have the action planning results been published?  3) This survey must go beyond the organizational level. You need to survey employees about the effectiveness of management, culture, and policies.  The survey must drill down to the department level and then down to the supervisor level. You will not uncover the root cause of any issue, cannot be strategic, until you peel back the onion, so to speak.  The really poor participation levels from the last survey should be a hint -- employees are not engaged. 4) Colleges don't trust the District; the three entities operate like separate companys. Departments work in silos. No collaboration. No communication. Employee are not empowered to make even the simpliest of business decisions. You have to ask permission for absolutely everything. How can you get to the next level if you continue to do the same things, the same way, as ususal. Challenge the status quo. Inject new blood in this old system. You might be surprised at the results. 5) Do you have a talent management strategy -- career development, career pathing, training, etc.?  6) Interacting with the benefits and payroll departments is frustrating. They cannot answer basic questions, and when they do, they provide erroneous information. I've never experienced anything like it before.
All for one and one for all mentality should be wide spread! Not underhanded dealings for agendas.
See above re: "district-wide"
Overall, the district is a wonderful place to work and I am proud to be an IVC employee.
Leaderahip needs an overhaul. The distain from leadership towards their own peers is visible. Change is needed in order to address the issues.  What will this survey do? Action changes things.
Saddleback College is a filthy pig sty. The janitors are woefully understaffed and facilities and maintenance are useless. Its degrading and unhealthy to work in dirty classroom. The art department is shamefully dirty and our requests for cleaning fall on deaf ears.
Improve conditions for adjunct and part time faculty.
I do hope that the comments made by others taking the survey are all taken into account.  The administration at the three entities seem to think that there is nothing wrong with our climate.  They are wrong!     
This survey seemed a little twisted and not asking the true questions to make this colleges and district to change culture.  We need Change, and change for the better not just change for the sake of change.  This is what made our college and district less than average.
The SOCCCD is an excellent community college district and is leading many efforts state wide and nationally.
Why is it that the School of Fine Arts at IVC gets a Dean about every 2 years?  I have had 6 Deans in my time here.  None of the other schools at IVC go through this kind of shake up.  Most of the schools at IVC have had their Deans for at least a decade. This is not right!  This kind of instability hurts the College and the School as well as the Departments within the School.  This has to stop.
This was very difficult to take.   There are some areas in which I have had positive interactions with the district and some that have been terrible.  There is no place to indicate anything but a general feeling of satisfaction or dissatisfaction.  The way this is designed, I don't know what possible information you could gain from it that would help you to improve in any area.  It is all just Satisfied or Dis-satisfied with the whole.  How can you make improvements with such general info?
Thank you for this opportunity to provide feedback.
With the frequency of interactions I have throughout the district, I appreciate the respect I receive from others and opportunities we have for input. I'm hopeful that Workday and other technology solutions will help to streamline processes between the colleges and district services.
The work environment  in the social science division at Saddleback College is different from 8 years ago when I started teaching there. There is no clear vision or leadership by the dept. chair. Part-timers do no not matter and can easily be removed for questioning anything that does not align with her and others' ideology. Good hard working part-timers are leaving because they feel unappreciated and unwanted. No one is being held accountable so it is business as usual there.
I am very gratified to work with my colleagues here at Saddleback. The lack of respect for life long learning in the Arts is a travesty of the Community College Mission.
You requested the information. Now, DO SOMETHING WITH IT!
I barely started out at IVC and I look forward to many years with this great group of educators, administrators, staff, and students. 
There is a lot of apathy among classified staff.  Many employees do not respond to these surveys because they know that their opinions do not matter.  They know that the surveys tick a box on a checklist and are filed away.  Ten to fifteen minutes to complete a survey is a long time.   Really, who has that kind of time over the course of a work day?  I should not be spending my lunch hour to complete a survey.
Not at this time..
I feel Classified Staff should have the opportunity to complete a Performance Evaluation of their Deans.  It doesn't seem fair that it should be one-sided and I do know that at other community colleges, they do have this more balanced process.
no, always room for improvement
I can see that comments will arise about the varied answers, especially when it comes to feeling valued and empowered. In my case I feel that my boss is incredibly supportive but that does not pervade other intersections of my work here. Just to clarify a bit as we have many levels of working relationships here and different groups we must be effective within. Some will always be better than others. The area I work in is highly functioning due to good leadership but not all are like this.
More attention paid to campus security especially in the evening and to the needs of the students and faculty in the evening school population. More emphasis on the roles and responsibilities that the students have in determining their academic success.
there is no transparence at this district and I think the state chancellor should be informed about how this district works or doesn't. 
I enjoy working at IVC and for the South Orange County Community College District. My primary focus and goal is only to see this District succeed and be 'the model' for others.
I think we should not be run by the academic senate and faculty association.
do not feel respected or valued
I am uncomfortable to list any information or examples even though all responses are anonymous, strictly confidential. I fear retaliation from the President of Saddleback College.
This Fall a change in administrative management (Dean level) was done without any faculty knowledge. I find that process to be detrimental to the good functioning of Schools and Department. Faculty should have a participatory role in the dismissing of a dean as they are greatly affected by it: knowledge of the specific requirements and historical development of each program, long term plans, curriculum development, etc.....All this work, along with the growth of relationships, allows for continuity and progress. The arrival of a new dean is an abrupt "resetting of the clock" that is very disruptive and can derail projects that have been put in motion. I resent the fact that we have no awareness, let alone say, in this process.  This contributes to a climate of fear, insecurity, and low morale.
We have made good progress in strategic planning and have additional challenges to address in effective leadership.  
There is more of a sense of community among full-time faculty than part-time faculty.  The discrepancy in pay and benefits between full-time and part-time faculty as well as the lack of paid office hours adds to this lack of community. 
Looking forward, I think, to Workday, to hopefully streamline information and time commitment.  Processes take too long, too many steps, too many people involved, too many people making decisions.
"talk is cheap" is a good phase to use when talking about Saddleback management.  Action speaks louder than words.  Management talks a good story but they don't mean what they say.
Overall, I am very satisfied as an employee of t his fine District and look forward to continuing to contribute to its growth and stability. Thank you for the opportunity to provide my feedback.
It would be nice if what is stated is truly considered and not just a survey just to say you did a survey.  Real people with lives come to their office areas everyday and most try hard to make a difference in a positive way for the students who trust us enough to attend.  I have had to attend work shops, staff developments, take Myers Briggs testing, take minutes to more meetings than you can imagine (no I am not an Admin), deal with committees, etc. and wonder when I can actually sit down and do the job I was hired for.  I know jobs morph into other things at times and change, but it is difficult to work within a system that just doesn't let you get to take care of the work and the student who needs that assistance.  Morale is low around the entire college and that is a fact.  It  would be refreshing to see a new interest in the employee and what they have to deal with on a day to day basis to try and get the job done.  It would be great if this survey could be the start of that, but somehow I feel it won't be.  What a shame!
The survey design is too general to be of much use. 
Part-time, working 3 jobs means can't attend many scheduled things. Working 7 days a week, save emails re: IVC or district but rarely have time to read them. Read and save policy info. Like the flex week offerings, especially tech and online tools and info.
Saddleback has made incredible progress over the past few years.
Classified staff, especially "Senior" Lab Techs should treat PT faculty with more (or some at least) respect; many HR situations have arisen and I have never said anything. Constant badgering is not productive and agaist California's laws.
thank you
The survey was well-constructed. Additional comment regarding District Services:  From my perspective all District Services administrators and managers are working to support the success of both colleges, the district, and the communities we serve, but they face certain challenges or limitations.  It seems that in some cases District Services overstep their role and delve into college operational matters inappropriately, and that in other cases District Services fails to provide needed direction to the colleges.  This is a delicate balance and I encourage further exploration of this. 
The District (Saddleback and IVC) should focus on the behavior of its administrators and managers and how they treat their staff.  There are staff that work in very unhealthy environments and are afraid to speak out in fear of retaliation...what can be done about that?? In order to create a healthy work environment, there needs to me more checks and balances. 
This district, overall is a wonderful place to work. I believe that respect between disciplines needs to be focused on. I additionally believe that it is extraordinarily important for all of us to remember why we are here, I think it is lost on some that we are here to assist students towards success. This doesn't mean that we hand-hold the students, and force them to do what we want, this means that we give them the resources, inform them of the resources, and then assist them when they need. I believe a lot of important life learning comes from giving the students choices, and allowing them to make their own decisions.
It doesn't make sense to ask a Saddleback College employee about the climate at IVC -- I recommend that you rethink some of the questions so that it's more relevant to the person taking the survey. 
The district has increased the level of my workload by 25% with all of their new policies as they relate to business services!
Not sure this is the correct forum for my concern.  I love working at Saddleback College! However, the conflict over the Academic Calendar has been making me crazy (and I'm not even on Academic Senate). It seems that we have lost sight of what's best for our students. Many of them take classes at both campuses or another college, they need to be applying for grants and loans, turn in transfer applications, apply for veteran's benefits, secure summer work, etc.  This means starting our semester early in January.  Those who want a long winter recess, want it for their own enjoyment, not for our student's success. I've heard that another division even has their own academic calendar, so their students can be assured of clinical sites. Good for them for being advocates for their students, but how crazy is that?! We need to have ONE District calendar, and it needs to be designed for our student success, not for the enjoyment of our faculty.  Get over yourselves faculty.... we're here for our students, not for your pleasure.  (Sorry to be so harsh, but this calendar issue is making me nuts)!  
Some questions were difficult to answer as my answers would vary depending on different areas of the college or District.  One major area of concern that should be addressed is the competence of some of the administrators - which is reflected in some of my answers.
I have found that our college/district suffers from a lack of communication.  It appears faculty are not consulted on many issues that concern them.  If we are to be working in a collaborative environment, then why are faculty left excluded from the decision making process?
While the climate on this campus has improved compared to several years ago and people should treat others with civility and respect, the formal/structured emphasis on "civility" is rather overblown and, at times, off the mark.  The recent BOT policy on civility is an example.
I would like it to be known that I enjoy working at Saddleback College.  I have many great working relationships at IVC, Saddleback and within District Services.  As a whole, I think we have a lot of improvements to make but I know that I am fortunate to have my job and feel blessed to work here.
I would recommend lunch time activities for employees brown bag lectures on health and wellness topics and offer more activities for employees for personal and professional development.
There needs to be more education on how both campuses can interact without competition and feeling you cannot "overstep your ground". Staff need to interact in a nicer manner and have to respect what you do as we all work hard and everyone needs to be cognizant of that. It is defeating to have a colleague be rude or inappropriate to you and make not nice statements. The district also needs to weed out the terrible employees that do not work. It is not fair some of us work so hard and some are not given guidelines and structure to work they just "show up" and do nothing.
I have to teach in two Districts to make ends meet, so I don't have time to attend many training/ information events.
Please word the answers so as to more appropriately fit the questions.
I always had a high regard for this district and though that it was one of the best districts to work for with the best benefits.  I think that our district is losing its status.  Other college districts are moving further ahead in hiring and retaining the best employees.  Other colleges are more competitive with benefits and are now attracting the best classified and certificated employees. 
I would like to respectfully suggest that the district consider a faculty salary increase in our contract negotiations.  We haven't had an actual salary increase nor a COLA in 7 years, while in the meantime the district continues to create more and more costly administrative positions.  I appreciate the district's tenacity in trying to save resources, but it should not do so off the backs of hard working faculty.  After all, we are a wealthy basic aid district that can afford to pay its faculty a fare wage.  A salary increase would show that the district does indeed value faculty.  This long awaited gesture would also improve the morale and productivity of faculty, which again will only benefit our students.   Faculty are the heart of the institution, and should be recognized as instrumental in facilitating student success, which is at the heart of our mission.      Thank you.
Everyone knows that students don't study enough. Why aren't discussing that? Everyone knows that there are too many administrators and, increasingly, they are foolish and useless non-academics. Why aren't we discussing that? Everyone knows that the trustees are far removed from the reality of the classroom (for a variety of reasons), and thus they end up rubber-stamping the chancellor and presidents' agendas. They live in a world of Presidents, not faculty. Why aren't we doing something about that?
Some of the polies at the District has created a lot of red tape and unnecessary hoops to jump through.  A good example, would be the new policy in regards to contracts.
Not at this time.
The survey should include "Somewhat Agree" as a choice option.
I feel the communication between the District and Saddleback College needs to improve.  Policies and procedures are put into place without any knowledge of the employees.  Employees must react to decisions from the district and are not part of the process even when their departments are effected.  At times I wonder if students are the number one priority to the district. 
I'm disheartened by the IVC administrators.  We lose talented employees while we keep ineffective, incompetent ones.  I've mentioned this in past surveys but nothing changes.  How is this survey any different?
The single greatest problem that we have is that we are a college without collegial governance processes.  The management structure is top-down.  Directives flow from the higher levels of the administration down to the subordinate levels.  This process is antithetical to the collegial processes that are appropriate for an institution of higher learning.  Input from faculty or staff is welcome only if it ratifies the decisions that have already been made but if the input is contrary to these decisions, it is either ignored or, worse yet, the basis for reprisals.  Deans who are too enthusiastic in presenting contrary views or who are diligent in representing the perspective of their constituencies don't last long and often simply disappear!  Administrators quickly learn that compliance is mandatory. The resulting focus of this governance structure is to have the appropriate program for this or compliance data for that.  But what is missing is the focus on job one for this district - provide excellent quality educational services to students.  Instead we get a set of remarkably bureaucratic processes that fill in all the forms and create all the data for these great ideas but detract from our ability to provide first rate educational services.  The amount of time spent filling out useless forms and participating in bureaucratic processes is enormous and greatly decreases the time available to do our jobs. And, worse yet, none of the people creating these processes seems to be aware of or care about the negative effects these processes have on the educational outcomes of the district. Administrators and administrative processes should have the same goal as the faculty and staff, to further the ability of the institution to serve students.  Top-down, bureaucratic approaches to governance only make that goal more distant.  The college and district administrations need to change.
Please take part-time faculty issues seriously. Parity pay once per year is not cutting it. Our students suffer because we have to work in other districts including Coast Community College District, North Orange County Community College District, and even private colleges like Chapman. Many of my colleagues even have to look for work at the Long Beach and Los Angeles Community College Districts. We cannot afford to give office hours (unpaid) because we have to drive for miles (unpaid) for our next assignment. We need increased pay, paid office hours, paid benefits and to be allowed to teach more hours in one district. This will greatly improve the educational experience for the students and the working climate among employees. Don't lose your faculty to the private sector!
I have worked on and off (but mostly on) for Saddleback College for twenty-five years, first as an English instructor, then as the matriculation challenge essay coordinator as the whims of various deans and chairs played havoc with my schedule, which repeated the pattern in the 2000s.  Luckily, I had a sabbatical-leave position at OCC during the worst of the 1990s here and taught for UCI during the 2000s when several of my older women colleagues were dumped by the Liberal Arts dean quite suddenly (from three classes to zero in at least one case). Was it sexism or ageism? I am just glad I had alternate sources of income. Not all my colleagues were so lucky.
Thanks for the opportunity to participate.  I have taught 25 years at UCI and have not had such a climate survey for part-time lecturers there -- though I do have plenty of feedback opportunities through the chain of command (Dept. Chair, Associate Dean, and Dean's Office).
I am sick and tired of the management of IVC and of the District Leadership and the Board of Trustees who stand aside and allow it all to happen.  I know you have all been informed about all of this.  IVC is pervasively retaliatory, threatening and not welcoming.  Imagine what IVC could be if the management was professional rather than insecure and psychically damaging.  The President hirers bad managers and then stands behind them while they are verbally and emotionally abusive - it takes him way too long to own up and fix the situations and then paradoxically stands aside and allows the one of the few functional Deans at IVC - ***** ***** - to be terminated.  Most of the Deans are scared and worn out by ***** *****'s divide and conquer managerial style, they are scared but cannot say so out loud for obvious reasons.  IVC is loaded with talented students, faculty and classified staff and even much of the Dean level management - but we do not have chance with the upper management in place as it is - and the district administration and Board stand aside and watch and thereby confirm. 
The questions seem to be leading.
I am a volunteer assistant, so my assessment may not be fair. As I only devote the time necessary to perform my required task.
We need to fix the calendar issue between IVC and Saddleback so that we do not continue to have issues each year with the spring start date.
There is a feeling of distrust with the Office of Instruction at IVC.  Classified employees don't feel appreciated. 
Yeah. Adjuncts don't know or care about much in this survey. Being involved in this stuff is just something else that we're not being paid for, along with our time in taking this survey. My advice is to only give surveys like this one to those employees who actually get paid to care about the district's climate; the rest of us have more important things to worry about--like surviving in the real-world climate.
The survey is a great tool that can help the district understand the challenges and opportunities and is a good first step.
No, I wish I was more informed.
IVC has been a great place to work.
There is a punitive environment at IVC. 
I think the way the questions are structured makes it difficult to convey the essence of my feelings, attitudes, and experiences.
Too many clicks. Change the format and direct the questions for a higher completion rate.
too long
I love working at IVC!! It is the BEST COLLEGE AROUND!  our students are awesome, our deans are amazing, and my colleagues are great!!
I am impressed by the Faculty Association's apparent unity and motivation to help adjunct faculty. *****  ***** and *****  ***** have been the kind of colleagues and resources one hopes for.  Based on my limited experience, the department has a very collegial atmosphere.  The campus culture seems one dedicated to student success and innovative faculty collaborations. *****  *****, Dean *****, *****  *****, and *****  ***** have also been very helpful.
Will adjunct/associate/contingent faculty be compensated for the quarter-hour this survey took away from unpaid grading time?
We need new leadership that's fair, honest, and professional. The hiring of wives, mothers, sisters, brothers, nephews, and cousins by our current leadership is causing a lot of ill will throughout the district. It's dividing us even further. If you offend one of these special hires, you better watch your back, because their administrative or managerial relative will surely come after you and it's not pleasant. The atmosphere is the worst I've experienced in years.
Let's get back to the basics and concentrate on the students and stop hiring so many administrators. We need more full-time faculty positions. My division has had four unfilled full-time positions for nearly 10 years. We have over 150 part-time faculty and only 33 full-time faculty.  I'd also like to suggest that practice of hiring relatives be stopped, especially those related to high ranking administrators. Not only is it bad for morale, it has resulted in the firing of several highly qualified and professional individuals who happened to rub someone's wife the wrong way. This should not be allowed and it's happening on both campuses. And, when they make rude, unprofessional comments to others, there is not recourse due to their husband's positions (President and Vice Chancellor). Curriculum used to a pleasant experience. Now, I'd rather be drawn and quartered than to go through it again. *****  *****used to process twice as much work with half the staff.
Something needs to be done about nepotism and abuse of power throughout the district. Great people are being run out with cause like *****  ***** (SC), *****  *****(SOCCCD), and *****  *****(IVC), because they offended someone's relative, dared to point out illegal activities, and/or couldn't cope with dealing with a psycho dean. All three of these people are awesome!
This used to be a good place to work. Now, it's just pure torture. Unfortunately, the low morale is also felt by the students.
High performing and enlightened organizations need competent leadership in order to thrive. The district and the colleges need leaders who see their individual role as that which serves the organization, rather than their position as one to be served. They see power as something to be released and shared, rather than something to hold on to and control. They don't focus on petty issues and they have the clarity to be able to decipher what is worth fighting for and what should be dropped. They appreciate their people and don't talk disparagingly behind people's backs and they don't hold grudges. The perception is that this is what some of them do and until they take responsibility for their part and stop behaving this way, or there is a leadership change, nothing will change. 
Communication, communication and communication is needed within the District and the colleges.
Grateful to the Board of Trustees and in their wisedom, they can see beyond whatever information is provided by District executives and implement consistent application of treatment of everyone.  Please review conduct and actions taken by District that has create hardship to the colleges.  We need a leader who listens to the college and not be sway by other District leaders.  Members of executive levels should not have family members working in this District. 
Overall this is an excellent institution to work for.  However two areas that should be addressed: 1. Too much of "good old boy" imagine .. Should address and try to change.  2. Too much competition between Presdenys and VPI's.. Must address because it effects the entire college community and is a very bad reflection of leadership.
I would like to see a District-Wide Suggestion Box where employees can submit their ideas to upper management (i.e., include shorts & flip-flops in the dress-code during the summer, offer pet insurance with the employee benifits, and require that all employees complete an "Office Etiquette Class").

Are we not men?

Not so fast! Rethinking fall opening

Today's report  — up again USC reverses robust fall reopening plans, asks students to stay home for online classes LA Times  ...

Invited to IVC—this time a notorious admitted HOMOPHOBE

—Conservative radio host, Michael Reagan

Here at IVC, natch, we have an Accounting Department. It happens to support something called the Guaranteed Accounting Program: GAP4+1.

According to the department website,

This unique pathway program — a partnership between Irvine Valley College (IVC) and Cal State Fullerton (CSUF) — will enable you to graduate with a bachelor’s degree in four years and a master’s degree with one more additional year (thus GAP4+1).

Among the Master's degrees available through the program, we're told, are "Accountancy and Finance; Taxation; or Accountancy."

We're also told that "The number of students accepted into this program in any one year is limited so be sure to apply early."

Great. The early bird gets the worm.

Evidently, the good people of the GAP4+1 program have recently seen fit to invite someone to speak at Irvine Valley College (in late April): Michael Reagan.

The Republican Party of OC just loves IVC (from their website)

That's right. They've invited Reagan family embarrassment Michael, a man of, let's face it, little or no distinction.

He was expelled from his High School and he washed-out of college. Eventually, he went into clothing sales.

In those early years, he made some curious friends:

In 1965, the FBI warned Ronald Reagan that in the course of an organized crime investigation it had discovered his son Michael was associating with the son of crime boss Joseph Bonanno, which would have become a campaign issue had it been publicly known. Reagan thanked the FBI and said he would phone his son to discreetly discontinue the association. (From Wikipedia's Michael Reagan.)

[“F.B.I. agents in Phoenix made an unexpected discovery: According to records, ‘the son of Ronald Reagan was associating with the son of Joe Bonnano [sic].’ That is, Michael Reagan, the adopted son of Reagan and Ms. Wyman, was consorting with Bonanno’s son, Joseph Jr. The teenagers had bonded over their shared love of fast cars and acting tough.” ... "Joseph Jr. was not involved in organized crime, but he was spending time at his father’s home... [I]n October 1964, he had been arrested in connection with the beating of a Scottsdale, Ariz., coffee shop manager. ... Following routine procedure, F.B.I. agents in Phoenix asked agents in Los Angeles to interview Ronald Reagan for any information he might have gleaned from his son. The investigation, after all, was a top priority. But Hoover blocked them from questioning Reagan, thus sparing him potentially unfavorable publicity. Declaring it 'unlikely that Ronald Reagan would have any information of significance,' Hoover instead ordered agents to warn him about his son’s worrisome friendship." - New York Times]

Later, there were legal problems:

In 1981 Reagan was accused, but later cleared of felony violations of California securities laws in court documents. The Los Angeles County District Attorney alleged that Reagan had baited investors into unlawful stock arrangements, and selling stocks despite the fact that he was not legally permitted to do so. The D.A.'s office investigated allegations that Reagan improperly spent money invested by others in a company, Agricultural Energy Resources, he operated out of his house in a venture to develop the potential of gasohol, a combination of alcohol and gasoline. Investigators said they were also checking whether he had spent up to $17,500 of investors' money for his living expenses. The district attorney's office cleared Reagan of both charges later that year. [“The investigators said they became interested in Michael Reagan after being informed that he had steered customers to Mr. Carey {Richard Francis Carey, who "was selling worthless stock,"} had accepted a $4,000 check from one investor, and that, in at least one meeting of potential investors, his relationship to Ronald Reagan had apparently been exploited as a promotional tool for the stock.” - New York Times]
On September 20, 2012, Reagan and two associates were sued by Elias Chavando, a fellow partner, for allegedly withholding Chavando's interest in an e-mail business built around the domain name. In 2015, a Los Angeles Superior Court jury found Reagan liable for conversion and breach of fiduciary duty. Reagan and his business partners were ordered to pay $662,500 in damages.
(From Wikipedia's Michael Reagan.)

Michael tended to smash things (cars, etc.) in his youth. Well into his 40s, he tells us, he was full of "rage" (owing, he explains, to having been molested) and he treated his family badly.

Then, natch, he found the Lord.

Plus, owing to his relationship to his pop, President Ronald Reagan, Michael grabbed the brass ring and became a talk-show host on one or two right-wing radio networks. Blah, blah, blah, he said.

In his latter-day career as mediocre right-wing bloviater and Pious Christian, Michael Reagan has said some unfortunate things:

In April 2013, in a syndicated column, Reagan accused American churches of not fighting hard enough to block same-sex marriage. He wrote that, in regards to arguments supporting gay marriage, similar arguments could be used to support polygamy, bestiality, and murder.

. . . In June 2008, conspiracy theorist Mark Dice launched a campaign urging people to send letters and DVDs to troops stationed in Iraq which support the theory that the September 11 attacks were an "inside job". "Operation Inform the Soldiers", as Dice has called it, prompted Reagan to comment that Dice should be executed for treason. Fairness and Accuracy in Reporting, a liberal/progressive media criticism organization, asked Radio America at the time to explain whether it permits "its hosts to call for murder on the air".

. . . He spoke out in support of profiling in October 2014. In a piece called Profile or Die, he wrote that it would be left to citizens to defend themselves if there were an attack against them by terrorists such as the Islamic State. (Wikipedia)

Golly. It's pretty clear that Michael Reagan is just another "former total fuck-up, now reborn and pious."

Intellectually, he's a low-rent Limbaugh, and that's pretty low.

I mean, when he gets here, just what is he gonna say? That liberals are evil? That his dad was a saint? That freedom and democracy are good? That you oughta put your life in the hands of the Lord? That you don't need to go to college? That homosexuality is a sin?

Only in Bizarro World would Michael Reagan be judged a good speaker to invite to a college.

* * *

Meanwhile, IVC's Guaranteed Accounting Program folks have only wonderful things to say about the fellow:

Michael Reagan

The eldest son of former President Ronald Reagan and one of the most dynamic and sought-after public speakers, Michael Reagan’s commitments to public service and the conservative vision his father championed are second to none, making him the natural heir to the Reagan conservative legacy. Michael serves as chairman and president of the Reagan Legacy Foundation, which seeks to advance the causes President Reagan held dear and to memorialize the accomplishments of his presidency. Michael’s career includes hosting a national conservative radio talk show syndicated by Premiere Radio Networks, championing his father’s values and principles in the public policy forum, commentating and appearing on the Today Show, Good Morning America, Good Day LA, CNN, and Fox News, and contributing to Newsmax Television. Also an accomplished author, Michael has many successful books including On the Outside Looking In, Twice Adopted, and his latest book, Lessons My Father Taught Me.

Well, sure. But he's also the worst kind of insubstantial, opportunistic "celebrity." And he's not an intellectual; he's a propagandist. He's a minor player in our sad era of noisy and loutish conservative anti-intellectualism and demagoguery.

—And he's a homophobe, among other things. Or so he says.


IVC Prez Roquemore shares Reagan's enthusiasm for the Pussy-grabber-in-chief.

Recent columns by Michael Reagan

ALL IS FAIR IN THE WAR ON TRUMP ( - by Michael Reagan, December 13, 2018

…Hillary continues to skate free, unbothered by the FBI or any federal agency for the dirty things she and the Obama administration’s injustice department did during the 2016 election to try to defeat Donald Trump.

But not General Flynn.

His life was ruined by the FBI bosses who set out to nail him – and did….

TRUMP VS THE CRAZIES ( - by Michael Reagan, January 11, 2019

…Some of the country’s most desperate liberals in the media actually argued that the president’s televised pitch to the country for congressional funding for a stronger border fence should not be carried live by the networks.

Why? Because they said the president lies too much and they wanted to be able to fact-check his speech beforehand….

TRUMP SAYS ‘ADIOS’ TO BIRTHRIGHT CITIZENSHIP ( - by Michael Reagan, November 1, 2018

…Ending birthright citizenship, better known as dropping the anchor baby, is the most significant illegal immigration reform the President Trump has announced. With a single executive order, he unplugs a beacon that attracts scammers from the world over. He also attacks a visible manifestation of the “foreigners first” mindset that has infected the State Department, and the rest of the federal bureaucracy, since the 1960s….

THE PARTY OF EVIL ( - by Michael Reagan, October 11, 2018

…Now, thanks to the Democrats’ ugly smear campaign against Judge Kavanaugh, Republican senators like Susan Collins and Trump spokeswoman Sarah Sanders need security guards 24/7.

It’s not the new Supreme Court Justice who’s evil.

It’s the Democrat Party and the nasty “progressives” who’ve taken it over and are willing to say or do anything or destroy anyone to bring down President Trump.

Maybe this is not something new. Maybe the Democrats have always been this evil….

About Michael Reagan:

A separate peace* (LA Times, August 31, 2004) – by Anne-Marie O'Connor

For years, Michael Reagan, the older son of Ronald Reagan, felt unloved and unwanted. His parents divorced when he was 3. Two years later he was packed off to a boarding school where, he says, he was so lonely he cried himself to sleep. Sexually abused at age 7, he felt shame and self-loathing, compounded by Bible passages that convinced him he would never go to heaven.

He grew up so angry he smashed a childhood bicycle and later took a sledgehammer to his new car. Well into his 40s, his "rage came to a full boil," and he often yelled at his wife and young son.

Then, he says, he found salvation through the love of his family and his "adoption" by God. He embraced conservative values and became a syndicated talk-radio host who today tells listeners: "I am homophobic."….

Roquemore and U of Phoenix

From Clueless IVC Prez Glenn Roquemore smiles as he makes nice with the enemy DtB, 8-26-14

Vice President, Western Region, Workforce Solutions/University of Phoenix, Chuck Parker, President, Irvine Valley College, Dr. Glenn R. Roquemore

Members of the Irvine Valley College community just received this gushing email from the President:

Irvine Valley College Signs Memorandum of Understanding with University of Phoenix

Irvine – Irvine Valley College (IVC) administration, faculty and staff held a formal signing of a Memorandum of Understanding (MOU) with the University of Phoenix, Inc. (University) on Wednesday, August 20, 2014.

Irvine Valley College President Glenn Roquemore said, “This partnership will expand the many transfer opportunities available to the IVC students and staff. One of the major benefits of the MOU is the tuition discount."

Irvine Valley College students transferring to University of Phoenix into an undergraduate baccalaureate degree program … will be considered as having satisfied the general education requirements for the breadth of the liberal arts degree program….

IVC students get 10% off Phoenix tuition, which is way pricey.

Evidently, President Roquemore is not aware that entities such as the U of Phoenix exist to make huge profits by taking advantage of students who typically receive federally insured loans, putting them in serious debt. Those students, upon graduating, typically fail to find the work they were expecting and often default on their loans, forcing the taxpayer to pay. (It's a massive bubble that, one day, will pop.)

You’re fine with all that, are you Glenn? You're a Republican, aren't you? Yeah. I see you smiling with those vets you claim to love!

Alas, the "predatory for-profits" problem is especially egregious in the case of Vets, who pay their way via the new GI Bill:

GI Bill funds failing for-profit California colleges

(Desert Sun)

The ever-clueless Glenn R

Over the last five years, more than $600 million in college assistance for Iraq and Afghanistan veterans has been spent on California schools so substandard that they have failed to qualify for state financial aid.

As a result, the GI Bill — designed to help veterans live the American dream — is supporting for-profit companies that spend lavishly on marketing but can leave veterans with worthless degrees and few job prospects, The Center for Investigative Reporting found.

. . .

Financial records analyzed by CIR show that California is the national epicenter of this problem, with nearly 2 out of every 3 GI Bill dollars going to for-profit colleges.

The University of Phoenix in San Diego outdistances its peers. Since 2009, the campus has received $95 million in GI Bill funds. That's more than any brick-and-mortar campus in America, more than the entire 10-campus University of California system and all UC extension programs combined.

. . .

The school's large share of GI Bill funding reflects more than just the number of veterans enrolling. The programs are expensive. An associate degree costs $395 a credit, for instance — nearly 10 times the cost at a public community college.

The University of Phoenix won't say how many of its veterans graduate or find jobs, but the overall graduation rate at its San Diego campus is less than 15 percent, according to the U.S. Department of Education, and more than a quarter of students default on their loans within three years of leaving school.

Those figures fall short of the minimum standards set by the California Student Aid Commission, which dispenses state financial aid. The commission considers either a graduation rate lower than 30 percent or a loan default rate of more than 15.5 percent clear indicators of a substandard education.

No such restrictions govern GI Bill funds. And nearly 300 California schools that received GI Bill money either were barred from receiving state financial aid at least once in the past four years or operated without accreditation, CIR has found.

. . .

Of the $1.5 billion in GI Bill funds spent on tuition and fees in California since 2009, CIR found that more than 40 percent — $638 million —went to schools that have failed the state financial aid standard at least once in the past four years.

Four of those schools were University of Phoenix campuses, which together took in $225 million….

An Enemy In Common? The Case Against For-Profit Colleges

(Cognoscenti [NPR Boston])

… As Americans, we should all be concerned that veterans are being taken advantage of by unscrupulous profiteers. As taxpayers, we should be aware that we are paying for this disservice. Approximately 85-95 percent of the for-profits’ revenue comes from taxpayer-supported benefits….

For-Profit College Investigation--Is the New GI Bill Working?: Questionable For-Profit Colleges Increasingly Dominate the Program

([Senator] Harkin newsletter)

…Senator Harkin's HELP Committee investigation found:

. . .

  • Most for-profit colleges charge much higher tuition than comparable programs at community colleges and flagship State public universities. The investigation found Associate degree and certificate programs averaged four times the cost of degree programs at comparable community colleges. Bachelor's degree programs averaged 20 percent more than the cost of analogous programs at flagship public universities despite the credits being largely non-transferrable.
  • Because 96 percent of students starting a for-profit college take federal student loans to attend a for-profit college (compared to 13 percent at community colleges), nearly all students who leave have student loan debt, even when they don't have a degree or diploma or increased earning power.
  • Students who attended a for-profit college accounted for 47 percent of all Federal student loan defaults in 2008 and 2009. More than 1 in 5 students enrolling in a for-profit college-22 percent-default within 3 years of entering repayment on their student loans....

Hey-Diddly-Ho, Neighbor!

Oldie but Goodie [2012]: See Senator Harkin’s For-Profit College Investigation: U of Phoenix

Glenn Roquemore, the Pacifica Institute & women's "primordial nature"

Glenn Roquemore, the Pacifica Institute & women's "primordial nature" May 21, 2013

Delivering factoids for

Turkish anti-feminists

Here’s a curious factoid. I came across the following press release, evidently dating back to April of 2008. It was posted by the “Pacifica Institute,” which has a dozen or so offices, including one in Orange County (Irvine):

Glenn R. Roquemore-Irvine Valley College President Speaks at PI - Orange County

Today Pacifica Institute hosted Irvine Valley College President Glenn Roquemore. Before this luncheon forum in Irvine , New Zealand Consul General Rob Taylor and Irvine Mayor Beth Krom were the keynote speakers. Consul General Rob Taylor spoke about Welcoming Diversity as a Path to Peace and Mayor Beth Krom’s topic was How to Create a Balanced Community. Dr Glenn Roquemore’s topic is the Role of Community Colleges in Higher Education.

Dr. Glenn Roquemore is President of Irvine Valley College….

Dr Roquemore gave very important statistics of the Community Colleges in California….

You’ll recall that, in the past, we’ve kidded Roquemore over his tendency to approach speaking always as an occasion to dispense the merest of statistics as though they were astonishing jewels. "Two percent of our students," he'll say, "sport a vestigial tail." Huh?

What’s the matter with ‘im? Dunno.

But just who are these “Pacifica Institute” people?

According to PI’s website,

Pacifica Institute was established in 2003 as a non-profit organization by a group of Turkish-Americans. Pacifica Institute designs and executes projects covering social welfare, education, poverty, and conflict resolution issues in collaboration with scholars, activists, artists, politicians, and religious leaders-communities….

. . .

The Institute seeks to …[engage] in a variety of civic activities and [seeks to invite] others to generate and share insights, thereby removing barriers to confidence-building and trust….

Gosh, it sounds as though that illiterate pseudo-educator, Raghu Mathur, may have had a hand in writing this stuff.

Elsewhere, PI presents “Frequently Asked Questions about Pacifica Institute and Fethullah Gülen.”

One naturally assumes, then, that Mr. Fethullah Gülen and his ideas are important to PI. Sure enough, in the Q&A, Gülen and his movement are central:

Fethullah Gülen

Q: How is the Pacifica Institute involved with the Gülen movement?

A: Some of the founders and donors of Pacifica Institute are participants of the so-called Gülen, or Hizmet movement. Pacifica Institute was inspired by the movement’s philosophy and goals….

. . .

The Gülen/Hizmet movement is a values-driven social movement and following a philosophy that advances interfaith dialog, education and community service as tools to build a better and more harmonious society. The movement was inspired by the philosophy and teachings of Fethullah Gülen, a Turkish scholar, author and advocate….

. . .

Q: Who is Fethullah Gülen?

A: Fethullah Gülen is a Turkish scholar, preacher, thinker, author, opinion leader, education activist, and peace advocate who is considered by many to be one of the world’s most influential religious thinkers. He is regarded as the initiator and inspirer of the worldwide civil society movement, the Gülen Movement, which is committed to education, dialogue, peace, social justice, and social harmony….

Well, I’ve done a little looking, and this Gülen fella is mighty controversial, in some circles at least.

I skimmed a couple of sites, which suggested that Gulen is, among other things, a conservative and a vocal opponent of feminism (although I ask that readers judge for themselves based on his writings--and the writings of his mouthpieces).

So I went to the Fethullah Gülen website. There, I searched the term “feminism” and that brought me to a page with links to various relevant essays, evidently by Mr. Gülen, including The Gülen Movement: Gender and Practice.

I clicked on that. That essay includes this passage:

Although he promotes equality between the sexes, Fethullah Gülen's views on gender can indeed be described as complementary. He sees women and men as having equal value but inheriting different roles and characteristics due to physical and psychological differences. He classifies men as "physically stronger and apt to bear hardship" and women as "more compassionate, more delicate, more self sacrificing" (Gülen 2006: 1). Although he does state that women can be involved in any field of work he idealizes the mother as the pure educator (Gülen 2006: 2) implicitly implying that the man should be the family provider. This may open up for critique on behalf of Western feminists or scholars of religion and gender. According to this relatively new academic discipline[,] gender is a social construction. Human beings are born with different sexes, but social roles and expectations of fulfillment of these are constructed and emphasized by the norms that prevail in society.

Another link takes one to an essay entitled Women Confined and Mistreated. Here are some excerpts:

As a reaction to all the injustice done to women … a movement to claim women's rights emerged, particularly in the West. Even though this movement is considered an awakening of women, it occurred as a reaction and was doomed to imbalance like all other reactionary movements and ended up in extremism. Although the starting point was to defend women, in time it deviated from the original aim to the degree of being full of hatred towards men and to feeling a grudge against them. The movement named feminism, which was born from the idea of protecting women and providing them with rights equal to those of men, has only left behind longing, sorrow, and wreckage as a movement of discontentment….

. . .

According to Islam, women's role in this world is not only restricted to doing the housework and raising children. In fact, as long as it does not conflict with her primordial nature or with observing religious requirements, she is responsible for carrying out the duties that befall her in every area of society and making up for shortcomings where men fall short in social life. However, this reality was ignored in time, even among Muslims; rough understandings and crude thinking upset this system based on women and men's mutual assistance. After this upset, both family life and the social order were also upset. Different peoples' perception of their own historical heritage as a part of Islam, their seeing and reflecting their folklore and traditions as essentials of religion, and making judgments pertaining to this issue at certain periods all resulted in the usurpation of women's rights; they were pushed into a more restricted area day by day, and in some places they were totally isolated from life without consideration of where this issue leads. However, the source of mistaken thoughts and deviations in this matter is not Islam whatsoever. The mistakes belong to those who misinterpret and misapply the religion. Such mistakes in practice must definitely be corrected.

On the other hand, while correcting these mistakes, approaching the issue from a feminist standpoint will upset the balance again and an opposite extremism will replace the former. For instance, just as it is very ugly to see women as merely child-bearing objects and is insolence towards them, it is equally unbecoming and unnatural to build a society where women are unable to bear and bring up the children they wish for, or for a woman to feel a need to rebel against marrying and to avoid bearing children in order to show that she is not a machine. As a woman is not a dirty dish, her place at home is not confined to the kitchen with the dirty dishes. However, a woman who claims to have no household responsibilities and thereby turns her home to a quarters for eating and sleeping is far from being a good mother, a good teacher, and a good spiritual guide to her children.

Besides all this, it is another form of oppression to make women work under difficult conditions, such as mining and road-building. It contradicts human nature to push women into heavy tasks like agricultural manual labor, or military field operations, and other harsh pursuits, just for the sake of proving their equality with men; it is nothing but cruel torture. It shows ignorance of women's qualities and conflicts with their primordial nature. Therefore, just as an understanding which imprisons women at home and takes them completely away from social life is absolutely incorrect according to Islam, likewise, depriving women of financial support, preventing them from bearing and raising children in security, and forcing women into the labor force to do uncongenial work is also oppressive. A woman, like a man, can have a certain job as far as her (and his) physiology and psychology are taken into consideration; but both women and men should know that a good life consists of sharing and division of labor. Each should assist the other by doing tasks in compliance with their nature.


I’m in no position to judge this “take” on feminism relative to the various Muslim communities (e.g., in Turkey) and the possibility of discourse within them. But it’s pretty plain that Gülen’s philosophy, as expressed here, is antithetical to some of the core tenets of Western feminism, broadly understood. It seems clear that Gülen is not likely to gain many adherents or followers among contemporary Westerners, with their commitment to the ideal of equality, as they understand it at least, between the sexes.

The Wikipedia article on Gülen is alarming—if, that is, it can be trusted. It asserts that

...Gülen's views are vulnerable to the charge of misogyny. As noted by Berna Turam, Gülen has argued:

"the man is used to more demanding jobs . . . but a woman must be excluded during certain days during the month. After giving birth, she sometimes cannot be active for two months. She cannot take part in different segments of the society all the time. She cannot travel without her husband, father, or brother . . . the superiority of men compared to women cannot be denied." [35]

Berna Turam, Northeastern

Wikipedia is quoting Berna Turam, a serious academic at Northeastern U. She herself seems to cite a work from 1996 entitled Fethullah Gulen Hocaefendi ile ufuk turu (Aktuel kitaplar dizisi). It is written in Turkish.

One should be careful to note that the superiority that Gülen is discussing is physical, not moral, or at least that's how I read it. Even so, his remarks are mighty offensive, at least to these Western ears.

Gosh Glenn, you really oughta be more careful who you hang out with. Philosophically, these Gülenites are a problem, at least relative to most of our community on these shores.

I'll see if I can shed more light on the Pacifica Institute and what it means for the likes of Glenn Roquemore and Beth Krom (a Democrat) to be hanging out with 'em.

Votes of "no confidence" - 1999

from the Dissenter's Dictionary, Dec. 3, 1999


In April of 1997, in an action later judged a violation of the Open Meetings law, the Board Majority appointed chemistry teacher and campus joke Raghu P. Mathur as Interim President of Irvine Valley College. At the time, Mathur had no experience as a full-time administrator. Five months later, through a process that violated board policy, and amid strong faculty opposition, the BM appointed Mathur permanent president. That action, too, was later voided owing to violations of the Brown Act. Two years later, despite his miserable record, which included a vote of no confidence and the palpable contempt of nearly all IVC faculty and staff, the board majority renewed Mathur's contract, giving him a raise and a $200 a month "security stipend."

Mathur was hired as an instructor in 1979, and he quickly established a reputation as a schemer and liar who would stoop to anything in order to secure an administrative position. Owing to his manifest unsavoriness, however, that ambition was consistently thwarted both inside and outside the district.

His intrigues soon gained him the hatred of Ed Hart, IVC's first president. In 1986, Hart retired, and the college adopted a "faculty chair" model, partly for fiscal reasons. Soon, Mathur "ruled" the tiny school of Physical Sciences as its chair. During the "chair" era, he was, without doubt, the chief abuser of that office, engaging in endless machinations while arranging a lucrative schedule that netted him a salary far in excess of the college president's ($124,000 in 1996-7).

During this period, Mathur continued to seek administrative positions. When he was passed over, he played the race card, charging everyone in sight with "discrimination," apparently on the sole grounds that he had not been selected.

Mathur's habit, as chair, of circumventing the governance process eventually yielded an official censure of him by IVC's "Instructional Council' in April of 1994. Earlier, the IC membership had all agreed not to go outside the process--particularly with regard to the selection of the IVC presidential search committee chair. During an IC meeting in March (of 94), Mathur was asked whether, despite the agreement, he had presented a petition, urging the selection of a particular faculty member, to the chancellor. He answered that he had "not forwarded" a petition to the chancellor or anyone. In fact, he had and, apparently on that basis, the chancellor did appoint the faculty member as (co)chair.

When this came to light in April, Mathur was censured. According to the minutes of the April 5 meeting, "Instructional Council had agreed that no one will work outside of the IVC governance structure and agreed-upon processes. They felt that Raghu had lied to the Council...[One member] made a motion to censur Raghu Mathur for lying to the Instructional Council regarding the petition and the presidential search process and for misrepresenting not only Instructional Council, but also the faculty...Raghu Mathur stated that he did not lie to the Instructional Council. He said that he was asked if he had forwarded the petition to the Chancellor and he said he had not. He did admit, however, that he had shown the petition to Chancellor Lombardi...Raghu felt that the members of Instructional Council were making too big of a deal out of the situation...The question was called and the motion passed with 8 ayes, 3 noes, and 4 abstentions."

Classified employees, too, have at times found it necessary to complain about of Mathur's conduct. For instance, in August of 1995, IVC administration received a letter from Leann Cribb, Executive Secretary (and formerly secretary for the School of Physical Sciences), in which she wrote: "Mr. Mathur routinely revises facts and manufactures innuendo to suit his objectives." During the January '98 Board meeting, classified employee Julie Ben-Yeoshua explained that Mathur was the reason she was seeking employment elsewhere: "Since you first appointed Raghu Mathur as the interim president, the atmosphere at IVC has changed drastically; morale is in the gutter...[Mathur's] inability to tell the truth is so natural that I have come to gauge everything he says and writes by believing the complete opposite...."

By the mid-90s, Mathur had come to regard Terry Burgess, then-VP of Instruction, as his nemesis, and, in 1996, he tried to discredit Burgess with the board. In the spring of '96, a student sought to enroll in a chemistry course without enrolling in the concurrent lab, and the matter came before the chair--Mathur. Though the student provided documentation proving that she had done the equivalent work at UCI, Mathur denied the request, whereupon the student asked for a review of the decision by the Office of Instruction. Mathur agreed to go along with the Office's decision.

Later, however, he accused Burgess of signing the student's admittance card despite non-approval by the instructor. Mathur convinced his school to send a resolution of complaint to the board (and also to the senate and the union), appending the student's transcripts, without her permission, an action that violated the Family Educational Rights and Privacy Act (FERPA) and district policies. When then-IVC president Dan Larios learned of this, he requested an opinion from the district's attorneys regarding the legality of Mathur's action. The opinion, dated March 18, 1996, indicates that Mathur acted improperly, violating FERPA and board policy 5619. Larios was fed up.

Realizing that Larios now planned to deny approval of him as chair of his school, Mathur, as per usual, scrambled to lobby board members for support. On March 29, Larios met with Mathur; he explained that he had lost confidence in Mathur and that Mathur had better "change." In the end, Larios wrote a memo (May 14) expressing his serious reservations about Mathur's leadership, owing to his repeated circumventing of established processes and his violations of board policy, and placed him on probation. If there were any further violations of process, wrote Larios, Mathur would be removed as chair.

In the meantime, Mathur asked the senate to censure Burgess. It declined to do so, citing Mathur's misdescription of crucial facts. Larios, troubled by Mathur's misrepresentations, sent out a memo explaining that Burgess had in no sense acted improperly.

In December of '96, the Board Majority era began, and Larios sensed that it was time to move on. Normally, the VP of Instruction—Terry Burgess--would serve as interim president, but the BM blocked his selection, and, in March, Lombardi was chosen as a sort of compromise. But in April, Frogue presented another one of Mathur's petitions--this time, an “anonymous” petition urging Mathur's selection as president. On that basis, Mathur became IVC president.

Mathur's outrages while president are too numerous to recount here. Suffice it to say that in the early months of 1998, the IVC academic senate instituted a Special Inquiry into “abuses of power.” By April, it became necessary to abandon the investigation, owing to the number and the complexity of the charges against Mathur. Said the committee’s chair: “It’s like bailing water out of the Titanic with a tea cup…Every time we put an allegation to bed, another one jumps up” (Voice, 5/7/98). Soon thereafter, Mathur received a 74% vote of no confidence by his faculty.

Mathur has sought to rule through intimidation, punishing his critics in every way available to him. In early November of 1999, the IVC academic senate released the results of a survey of full-time faculty (78% participated). 90% disagreed with the statement, "I can express my opinion about issues at the college without fear of retribution or retaliation." The 90% figure will likely go up soon, for Mathur intends to fire an untenured instructor--a critic--for his involvement in the act of naming the plot of dirt next to the Life Sciences greenhouse. It was named the "Terry Burgess garden."

Huge Vote Against College Chief (LA Times, May 18, 2004 | Jeff Gottlieb)

Faculty in the South Orange County Community College District overwhelmingly voted no confidence Monday in Chancellor Raghu Mathur.
Of the full-time professors at Irvine Valley and Saddleback colleges who cast ballots, 93.5% voted in favor of no confidence, and 6% were against the union-sponsored measure. One person abstained.
Out of 318 faculty eligible, 246 -- 77% -- voted, according to the district faculty association….

Clueless IVC Prez Glenn Roquemore smiles as he makes nice with the enemy - August 26, 2014

Vice President, Western Region, Workforce Solutions/University of Phoenix, Chuck Parker, President, Irvine Valley College, Dr. Glenn R. Roquemore

○ Members of the Irvine Valley College community just received this gushing email from the President:

Irvine Valley College Signs Memorandum of Understanding with University of Phoenix

Irvine – Irvine Valley College (IVC) administration, faculty and staff held a formal signing of a Memorandum of Understanding (MOU) with the University of Phoenix, Inc. (University) on Wednesday, August 20, 2014.
Irvine Valley College President Glenn Roquemore said, “This partnership will expand the many transfer opportunities available to the IVC students and staff. One of the major benefits of the MOU is the tuition discount."
Irvine Valley College students transferring to University of Phoenix into an undergraduate baccalaureate degree program … will be considered as having satisfied the general education requirements for the breadth of the liberal arts degree program….

○ IVC students get 10% off Phoenix tuition, which is way pricey.

○ Evidently, President Roquemore is not aware that entities such as the U of Phoenix exist to make huge profits by taking advantage of students who typically receive federally insured loans, putting them in serious debt. Those students, upon graduating, typically fail to find the work they were expecting and often default on their loans, forcing the taxpayer to pay. (It's a massive bubble that, one day, will pop.)

○ You’re fine with all that, are you Glenn? You're a Republican, aren't you? Yeah. I see you smiling with those vets you claim to love!

○ Alas, the "predatory for-profits" problem is especially egregious in the case of Vets, who pay their way via the new GI Bill:

GI Bill funds failing for-profit California colleges

(Desert Sun)

The ever-clueless Glenn R

Over the last five years, more than $600 million in college assistance for Iraq and Afghanistan veterans has been spent on California schools so substandard that they have failed to qualify for state financial aid.
As a result, the GI Bill — designed to help veterans live the American dream — is supporting for-profit companies that spend lavishly on marketing but can leave veterans with worthless degrees and few job prospects, The Center for Investigative Reporting found.

. . .

Financial records analyzed by CIR show that California is the national epicenter of this problem, with nearly 2 out of every 3 GI Bill dollars going to for-profit colleges.
The University of Phoenix in San Diego outdistances its peers. Since 2009, the campus has received $95 million in GI Bill funds. That's more than any brick-and-mortar campus in America, more than the entire 10-campus University of California system and all UC extension programs combined.

. . .

The school's large share of GI Bill funding reflects more than just the number of veterans enrolling. The programs are expensive. An associate degree costs $395 a credit, for instance — nearly 10 times the cost at a public community college.
The University of Phoenix won't say how many of its veterans graduate or find jobs, but the overall graduation rate at its San Diego campus is less than 15 percent, according to the U.S. Department of Education, and more than a quarter of students default on their loans within three years of leaving school.
Those figures fall short of the minimum standards set by the California Student Aid Commission, which dispenses state financial aid. The commission considers either a graduation rate lower than 30 percent or a loan default rate of more than 15.5 percent clear indicators of a substandard education.
No such restrictions govern GI Bill funds. And nearly 300 California schools that received GI Bill money either were barred from receiving state financial aid at least once in the past four years or operated without accreditation, CIR has found.

. . .

Of the $1.5 billion in GI Bill funds spent on tuition and fees in California since 2009, CIR found that more than 40 percent — $638 million —went to schools that have failed the state financial aid standard at least once in the past four years.
Four of those schools were University of Phoenix campuses, which together took in $225 million….

An Enemy In Common? The Case Against For-Profit Colleges

(Cognoscenti [NPR Boston])

… As Americans, we should all be concerned that veterans are being taken advantage of by unscrupulous profiteers. As taxpayers, we should be aware that we are paying for this disservice. Approximately 85-95 percent of the for-profits’ revenue comes from taxpayer-supported benefits….

For-Profit College Investigation--Is the New GI Bill Working?: Questionable For-Profit Colleges Increasingly Dominate the Program

([Senator] Harkin newsletter)

…Senator Harkin's HELP Committee investigation found:

. . .

  • Most for-profit colleges charge much higher tuition than comparable programs at community colleges and flagship State public universities. The investigation found Associate degree and certificate programs averaged four times the cost of degree programs at comparable community colleges. Bachelor's degree programs averaged 20 percent more than the cost of analogous programs at flagship public universities despite the credits being largely non-transferrable.
  • Because 96 percent of students starting a for-profit college take federal student loans to attend a for-profit college (compared to 13 percent at community colleges), nearly all students who leave have student loan debt, even when they don't have a degree or diploma or increased earning power.
  • Students who attended a for-profit college accounted for 47 percent of all Federal student loan defaults in 2008 and 2009. More than 1 in 5 students enrolling in a for-profit college-22 percent-default within 3 years of entering repayment on their student loans....

Hey-Diddly-Ho, Neighbor!

Oldie but Goodie [2012]: See Senator Harkin’s For-Profit College Investigation: U of Phoenix