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STANDARD IIIA:  Human Resources

The institution effectively uses its human, physical, technology, and financial resources to achieve its broad educational purposes, including stated student learning outcomes, and to improve institutional effectiveness.

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

  1. The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.
  1. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly activities, and potential to contribute to the mission of the institution. Institutional faculty plays a significant role in selection of new faculty. Degrees held by faculty and administrators are from institutions accredited by recognized U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.


Faculty:  Adjunct and Full-Time

Faculty job requirements are specified by the State of California in the Minimum Qualifications directive (3A.1). These minimum standards and qualifications must be met and verified by each candidate's college coursework and transcripts or the candidate must successfully complete the college's equivalency process. In addition to the mandated minimum qualifications, all faculty job announcements contain "desirable qualities" that are specific to the academic discipline and the direction of the department (3A.2). The Academic Senate, through a collaborative process, may add other requirements in order to meet the institution's programmatic needs.

Currently the college has 78 full-time faculty members, with more than ten percent of them holding doctorate degrees in their respective fields. A complete listing of the educational backgrounds of full time faculty is located in the college's 2005–2007 catalog (3A.3, p. 239-241). Adjunct faculty must meet the minimum standards and qualifications established for the discipline they are hired to teach.

The faculty hiring procedures were developed in collaboration with the Academic Senate to ensure that the highest caliber of faculty are attracted to the college and subsequently hired. Faculty screening committees can have up to five faculty members in addition to an administrator, representatives from the classified staff, and the student body. The chair of a faculty screening committee must be the faculty department chair in which the vacancy exists (3A.4, p. 2). The final recommendation for hire is made by the vice president of instruction and the president. The recommendation is then presented to the Board of Trustees for final approval.

Adjunct Faculty are recommended for hire by the dean of the particular discipline with the assistance of the department chair. Currently, no written procedures are in place for hiring part-time faculty; however the same process of verification of qualifications is followed for adjunct as for full-time faculty.


In 2001, the college hired a consulting firm, HCR & M, to conduct a complete review of all management job descriptions. The consultant worked closely with each administrator to accurately describe the work being performed and made adjustments to ensure that the duties reflected specific programmatic needs. The study's goals and objectives included:

  • To accurately describe all positions according to their duties, responsibilities, and job requirements, to ensure internal equity to the system;
  • To prepare new job descriptions in order to accurately reflect duties and responsibilities currently assigned and appropriate selection criteria (3A.5).

The Board of Trustees approved and adopted the proposed changes to the management job descriptions.

All of the college's administrators have undergraduate degrees and many have graduate degrees. The president has earned a doctorate. Both the vice president of instruction and the vice president of student services hold masters' degrees. The vice president of administrative services has a masters' Degree in Human Resources and is a Certified Public Accountant (CPA). Administrators are also members of professional organizations that provide on-going development and networking opportunities.

There are 26 classified supervisory/confidential staff members. Of this group, 20 have bachelors' degrees; in addition, 14 also have masters' degrees.

When hiring administrators, the screening committee consists of representatives from faculty, classified staff, the student body, as well as a community representative.


In 2003 the college, in collaboration with the Classified School Employee Association (CSEA) performed a comprehensive review of job descriptions as well as review of compensation for all classified positions (3A.6). The district followed a strict process in defining accurate job descriptions and classifications. Each employee completed a job questionnaire that was reviewed and discussed with his/her supervisor. Each job questionnaire was then reviewed by the consultant to ensure consistency and parity throughout the district. The results of the classification and compensation study was reviewed, discussed, and agreed upon by all affected constituent groups, and negotiated with the CSEA. The Board of Trustees approved and adopted the proposed changes to the classified job descriptions and the compensation review. Since the study was completed, very few new positions have been proposed. If proposed, new positions are put through a similar process of review and evaluation. The process for evaluation of proposed new positions consists of a thorough analysis of the job duties, knowledge, skills, and the abilities needed for the position. The needs of the program are closely evaluated to ensure that the proposed position reflects the education and experience needed to fulfill the mission of the institution. The process used to evaluate all positions is described in the compensation and classification study (3A.6).

The classified staff is comprised of individuals with diverse areas of training and experience based upon their specific job responsibilities. There are 47 different job classifications of which 15 require an associate degree or a bachelor degree or demonstrated proof of equivalency. Ongoing education is supported and encouraged. With approval, classified staff can participate in staff and professional development activities that can increase their compensation (3A.7, p. 20-23). Over the past four years, twelve classified employees have received professional growth increments and twenty-eight have participated in training through the Staff Development Program (3A.8).

All staff are encouraged to maintain currency in their fields and the college offers a variety of programs and incentives to achieve this end. Additionally, the college actively promotes training in emerging technologies. The Staff Resource Center (SRC) is a considerable asset in this endeavor. The center is staffed seven hours per day and offers a variety of courses to all staff. On average, the center serves 10-15 employees per week. The main purpose of the center is to supplement staff learning in the area of technology (3A.9).

Hiring procedures for classified personnel are also followed as the hiring process for supervisors and confidential staff. Representatives from all constituent groups participate on the screening committees. Each committee includes the supervisor of the position, a representative from faculty, a representative from classified staff, and a representative from the student body.

The college hiring procedures for all permanent employee types were reviewed and recommended through the college's shared governance process. The Board of Trustees adopted the procedures on the recommendation of the president (3A.4).

Candidates for faculty and administrative positions must possess minimum qualifications required by the state for the particular classification or establish equivalency to be considered for a position at the college. The Human Resources department verifies that applicants meet minimum qualifications. The screening committee then determines the process to be used to identify the best-qualified candidate.

An example of a faculty selection process is:

  1. candidates provide a personal statement that reflects life experiences and how these experiences have been incorporated into their teaching philosophy.
  2. candidates write essays to demonstrate their experience in a certain academic area of focus.
  3. candidates invited to interview present a teaching demonstration that is evaluated as part of the screening process.

The screening committee develops questions for the candidates whose answers establish the candidate's knowledge of the discipline, problem solving ability, and communication skills as well as additional performance related achievements (3A.10). Once a candidate has successfully completed all phases of screening, the Human Resources department checks his or her references to validate qualifications and assess past performance in the field (3A.11).

The college's mission is used as a guide when determining job descriptions, recruitment goals and objectives, and selection processes. An excerpt from the mission of the college (3A.12) states, "In an environment that nurtures creativity and intellectual curiosity, Gavilan College serves the community by providing a high quality learning experience which prepares students for transfer, technical and public service careers, life-long learning, and participation in a diverse global society". In addition, mission-specific interview questions are developed in order to evaluate the candidates' commitment and alignment to the college's mission and direction (3A.10).

The college is committed to attracting a broad base of applicants for all job openings. In general, job openings are posted internally on the intranet and posted in the Human Resources Department's lobby. The college also utilizes a wide range of external advertising venues (3A.13). Depending on the position, jobs are advertised in local and statewide newspapers, professional journals, minority publications, newsletters of professional organizations, radio announcements, and public service announcements. The evidence material (3A.13) provides a summary of publications, newspapers, magazines, websites, etc. The college recently invested in a large permanent sign that directs candidates to the college's website that is updated weekly with job openings (3A.14).

Prior to being offered a position, faculty or administrative candidates must verify their degrees by providing sealed official transcripts from their accredited institutions. Degrees from institutions outside the United States must be verified by a certified verification and equivalency agency. If necessary, the verified documents are further reviewed by the college's Equivalency Committee. The candidate completes a request for equivalency (3A.15) along with the requested documentation for submittal to the Equivalency Committee. The Equivalency Committee is a subcommittee of the Academic Senate with approved written procedures and is comprised of an administrator, an academic counselor, and three faculty members.

There are safeguards in place to assure that hiring procedures are consistently applied. For example, all committees formed for the purpose of screening participate in an orientation to review the actual hiring procedures, rules of engagement, importance of confidentiality (and consequences for breaching it), proper methods for evaluating applications, legal versus illegal interview questions, etc. A set of questions are developed and agreed upon by the committee. In order to maintain fairness and consistency, the same set of questions are used to interview each applicant. In addition, the administrator appointed to the committee acts as the Equal Employment Officer even when a representative from the Human Resources department is in attendance.


The college meets this standard. The district continues to maintain accurate job descriptions and continuously evaluates the job duties being performed versus the work that is being accomplished. The district-wide classification study that began in 2001 and ended in 2003 served to balance the requirements of the district, the qualifications needed to accomplish its mission, and the proper placement of its available resources.

The hiring procedures and guidelines were agreed upon by the constituent groups in a participatory process. As evidenced in the accreditation survey, 71 percent of staff believes that the current hiring procedures succeed in identifying qualified candidates with the involvement of staff from all constituent groups (3A.16).

The Academic Senate president appoints faculty members to the screening committees for new faculty and other college personnel. The college president appoints administrators to chair the screening committees for administrators, and to participate in other screening committees. The CSEA president appoints classified representatives to each screening committee, while the president of the Associated Student Body (ASB) appoints student representatives.

Evidence that the district hires and maintains highly qualified employees includes the results of performance evaluations, degrees held by employees, student evaluations of faculty, professional development completion, involvement on district-wide committees, and contributions to the communities served.



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


The district has adopted an Institutional Planning Policy (Administrative Procedure 3250) (3A.17) that outlines the major areas that must have participation from all constituent groups. Efforts to include all constituent groups are made by the committee chair, the presidents of the respective employee groups, and by the president of the college.

Faculty: Adjunct and Full-time

Faculty members covered under the Gavilan College Faculty Association (GCFA) contract are evaluated in accordance with the process outlined in the contract. Full-time tenured faculty are evaluated every three years. This process is required by both the GCFA contract and the Education Code in 87663 (a). The purposes of faculty evaluation are reviewed in the evaluation packet (3A.18).

The evaluation of a faculty member is a four-part process that involves self-evaluation, peer evaluation, administrative evaluation, and student evaluation.

Each part of the process has specific goals and criteria that must be met. For example, the self-evaluation process must show evidence of professional competence and teaching effectiveness. The necessary criteria and evidence required in the self-evaluation, peer evaluation, and administrative evaluation are reviewed in the evaluation packet (3A.18).

The student evaluation is designed to provide the instructor with feedback to improve instruction. The administration of this process has specific guidelines to ensure confidentiality and to guarantee validity. This process is outlined in detail in the GCFA contract (3A.19).

The evaluation process for non-tenured faculty requires strict confidentiality and is conducted by a committee including the dean or his/her designee, the supervising administrator, two faculty members appointed by the Academic Senate President (one of whom shall serve as committee chair) and the appropriate department chair. All faculty tenure review committee members must be tenured.

In all cases, if areas of deficiency are identified, the supervisor works with the employee to develop a work improvement plan that includes a specific timeline. In these cases a follow-up evaluation is scheduled and the employee's progress is again evaluated against the set goals and objectives identified in the work improvement plan.

The performance evaluation process for adjunct faculty is not delineated in the GCFA contract. Adjunct faculty are evaluated during their first semester of teaching and thereafter as determined by the area dean. The process includes student evaluations, administrative evaluation, and a self-evaluation. Usually the administrator attends classes and observes the instructor as he/she conducts the class. This format (3A.20) enables the administrator who is responsible for conducting the evaluation to review good performance qualities and achievements and identify areas that need improvement. The results of the observation are shared with the instructor.


Administrators are evaluated once yearly per the Management Handbook (3A.21, p. 14). An extensive evaluation form is used to evaluate administrators (3A.22). Goals and Objectives are developed in collaboration by the supervisor and employee.


Classified employees are evaluated once per year as set forth in the CSEA contract. The Human Resources (HR) department has an active role in managing employee performance for classified employees. The HR office provides coaching and offers guidance to supervisors to ensure that evaluations are done in a manner that is timely, professional, consistent with the college's mission, in compliance with the bargaining unit contracts, and properly documented. The Human Resources office sends reminders to supervisors each April to alert them of evaluation due dates and sends a follow-up reminder in the middle of May. The Human Resources office maintains a database of employees and evaluation due dates. As evaluations are completed and turned in, the database is updated. If evaluations are not turned in by the due dates, and supervisors have not presented sufficient reasons for delay, the vice president for the division then ensures that the evaluations are completed.

All classified employee evaluations are reviewed by the Human Resources Director to identity training needs, trends in performance, deficiencies, and consistency in ratings. These indicators can lead to a number of actions to be taken by the Human Resources Director, such as:  (a) discuss training needs with the supervisor, (b) review the department progress as a whole to ensure that employees are being supplied with the necessary tools to get their jobs done, (c) ensure that the supervisor is providing a fair and consistent performance evaluation for employees in similar positions.

All personnel having responsibilities for evaluating staff participate in in-house training or attend professional development workshops designed to provide them with proper guidelines and procedures for conducting employee evaluations.

While all classified unit members are evaluated at least once per year, probationary unit members are evaluated at least twice during their probationary period. Probationary or permanent unit members may be evaluated more often when there is reasonable cause for such evaluation. More extensive information on the evaluation process for classified employees can be found in the CSEA contract (3A.7, p. 44-45). The contract requires that the district provide evaluation forms to include ratings of unsatisfactory, needs improvement, satisfactory, exceeds expectations, and outstanding performance (3A.23).

To assure that evaluations lead to improvement of job performance, justification for unsatisfactory appraisals are furnished in writing and must include specific recommendations for improvement as well as provisions for assisting the unit member with implementing any recommendations made. If applicable, a timeline for improvement and reevaluation is included.

Continued unsatisfactory job performance can lead to disciplinary measures. The CSEA contract outlines the process and conduct that is subject to disciplinary action. Throughout the process, employees are given opportunities and timelines by which to rectify the behavior.


Evaluations lead to improvement of job performance as demonstrated by the outlined processes in both the CSEA and the GCFA contracts and the Management Handbook

and contracts. This is further validated by the outcome of the accreditation survey that indicates 69 percent of employees agreed that job performance evaluations have encouraged relevant improvements (3A.16).

Further evaluation criteria measure the effectiveness of personnel performing their duties as evident in the GCFA evaluation process. The evaluation of a faculty member is a four-part process that involves self-evaluation, peer evaluation, administrator evaluation and an actual student evaluation. Although there is a format in place for conducting evaluations for adjunct faculty (3A.20), there is no written procedure that indicates the frequency of evaluations.

Although deans and department chairs are apprised of course delivery problems involving adjunct faculty, there is presently no system or resources for regular or frequent evaluation of the adjunct faculty members.

CSEA employees are evaluated on a yearly basis and a standard performance evaluation form is used (3A.23). The evaluation form measures the effectiveness of the performance of duties, as well as the level of understanding that the employees have of their job duties.

Administrators have an extensive evaluation process (3A.22) that evaluates performance in key leadership areas. The process for evaluating administrators is initiated by the president, but is currently not on a regular basis.


  • Develop a written evaluation procedure for adjunct faculty that includes frequency of evaluation.
  • Develop an evaluation plan for administrators modeled after the process that is used for the president.

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


The college recently embarked on a campus-wide effort to establish Student Learning Outcomes for each general education course aligned with institutional learning outcomes. Under the direction of department chairs and the curriculum committee, instructors rewrote course outlines to include student learning outcomes. The outcome measures are oriented at measuring student learning, and are the basis of their grade in class, as well as the course description found in the catalog.

There are in place several methods by which learning outcomes are evaluated. Instructors provide students with "course syllabi" containing course content, objectives, outcomes, and grading methods. These are reviewed by the area dean and are revised if necessary to ensure that all data is current and applicable. Course descriptions found in the college catalog and in the schedule of classes are based on Student Learning Outcomes.

Teachers, counselors, and tutors communicate and coordinate their efforts to increase the success of students, however, no formal mechanism exists to connect student attainment of learning outcomes to staff and faculty evaluations.


Student learning outcomes have only recently been developed and assessment procedures are still in development. In some departments, therefore, assessment of faculty and staff effectiveness in producing learning outcomes is not yet a part of their evaluation.


  • Use the collegial process and negotiations to determine methods and procedures for the evaluation of staff effectiveness in producing student learning outcomes.

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


The college has written policies established by the Board of Trustees that provide codes of conduct applicable to all employees and students. These items are published in the Board Policies and Procedures, on the college's website, the course schedule, the Faculty Handbook, and the hiring packets. Employees have access to all board-approved policies and they are given copies of certain policies and procedures during the new hire orientation that include:  Prohibition of Sexual Harassment and Hate Crimes, Drug Free Policy, and Injury and Illness Prevention procedures.

There are many other Board Policies that encompass professional behavior expectations:

The Oath of Office is administered to every employee at the time of employment. The new employee recites the oath and signs at the end of the document, signifying a commitment to defend the Constitution of the United States and the Constitution of the State of California (3A.24).

Drug Free Policy is a document that is reviewed at the time of hire and reinforced through follow up training. This policy gives notice to all employees of the prohibition and consequences of unlawful manufacture, distribution, dispensing, possession or use of controlled substances (drugs). Compliance is required and is a condition of employment with the district (3A.25, Board Policy 3550).

Gift Acceptance Policy states that in no event shall the district accept a donation from any donor who engages in practices or policies that discriminate against any person on the basis of race, sex (i.e. gender), color, religion, national origin, age, disability, or sexual preference, or when the stated purposes of the donation are to facilitate such discrimination in providing educational opportunity (3A.26, Board Policy 3820).

Computer Use Policy covers issues relating to the use of district resources. Employees and students have a responsibility not to abuse the resources and are to respect the rights of others (3A.27, Board Policy 3720).

Political Activity prohibits employees from using district funds, services, supplies or equipment to urge the passage or defeat of any ballot measure or candidate, including, but not limited to, any candidate for election to the governing board. This policy prohibits political activity during an employee's working hours, but shall not be construed to prohibit an employee from urging the support or defeat of a ballot measure or candidate during nonworking time (3A.28, Board Policy 7370).

Personal Use of Resources prohibits employees or consultants from using or permitting others to use public resources, except that which is incidental and minimal, for personal purpose or any other purpose not authorized by law (3A.29, Board Policy 7371).

The combination of the aforementioned policies all contribute to the district assurance and support for a high standard of ethics.


The college meets this standard. The district provides a solid framework for ethical behavior for all its employees. The Board of Trustees has demonstrated its commitment to developing and implementing several policies to guide administrators in implementing appropriate programs and policies to ensure that ethical behavior is fostered in its employees.



  1. The institution maintains a sufficient number of qualified faculty with full-time responsibility for the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to support the institution's mission and purposes.


The Strategic Plan identifies the long-term direction and goals of the district while the fiscal standards as described in the 2006-2007 fiscal year budget (3A.30, p. 15-17) set an operational baseline that is applied to maintain acceptable operating standards in pursuit of the Strategic Plan. Operating Budget Standards state that total salaries and benefit costs should not exceed 80 percent of total expenditures. This level is consistent with other California Community Colleges. The need for part-time faculty is related to student enrollment, as well as the established needs of the academic departments. Permanent additions to staff levels are made with the following considerations:

  • Increase in full time faculty personnel required by increased state funding.
  • Additional staff that will result in an increase in FTES revenue.
  • Inability to obtain part-time faculty within an academic discipline.
  • Workload demands resulting from growth and increased volume of work.
  • Enhancements to support services necessary to support growth in instructional programs, student retention efforts, or increased technology.
  • Ability to pay.

A full-time faculty requirement is established for each college based on prior year base revenues. Increases in full time faculty members may be required when the college receives growth or equalization revenue. Gavilan College complies with the state requirement that an increase be calculated to determine the number of new faculty hires that are to be hired as a result of achieving growth revenue. The district may also evaluate the need for additional full-time faculty members in order to meet instructional demands that are difficult to satisfy because of a shortage of part-time faculty members and/or program regulations.

At the November 2005 Board of Trustees meeting, a five-year full-time faculty hiring plan was approved. This five-year faculty hiring plan was developed in collaboration with all academic departments and will be evaluated on a year-to-year basis. In compliance with the plan, the district has hired the following faculty positions for fall 2006:  an English/reading instructor, music instructor, theatre instructor, biology instructor, library/technology instructor, baseball instructor, psychology instructor, and counselor (3A.31).

Classified employee positions are evaluated on a year-to-year basis to determine where additional employees are needed to support student success, the instructional program, or to enhance the working and learning environment. Support staffing levels are also considered when evaluating changes to instructional programs and student services. Each year at the development of the tentative budget, new positions are discussed and if appropriate, recommended to the Board of Trustees for approval in the tentative budget.


The college meets this standard. The institution follows the Strategic Plan and Operating Budget Standards to determine appropriate staffing levels for each program and service. The guidelines provide adequate information to organize administrative and support staffing needs.

The institution continues to evaluate its effectiveness through on-going evaluations and recommendations performed by the Institutional Effectiveness Committee (IEC).



  1. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.
  1. The institution establishes and adheres to written policies ensuring fairness in all employment procedures.


General personnel policies and procedures are adopted by the Board of Trustees and available on the college's intranet website for review and information (3A.32).

Procedures that are specific to employee groups are found in the specific contracts for that group (3A.7, 3A.33).

In general, personnel policies and procedures are driven by a combination of changes/amendments to the Education Code, state and federal law, and the Fair Labor and Standards Act. When mandated changes occur, the district works with legal counsel to develop appropriate policies and procedures. In general, new policies and procedures are discussed with the college's constituent groups prior to implementation. If a change/amendment requires specific training for employees, the Human Resource Department coordinates training and workshops at all levels.

For example, the recent implementation of AB 1825 required that all managers and supervisors be provided with a two-hour training in sexual harassment and discrimination. The law stated that all employers must comply by January 1, 2006. The district hired an attorney to conduct the two-hour training for all managers and supervisors. In addition, as good practice, the district, on staff development day, provided a similar training to all district employees that provided a review of the college's overall harassment policies. To ensure ongoing training for managers, the Human Resources Director is a certified trainer for AB 1825.

The college has developed extensive written policies to ensure fairness in all phases of the employment process and procedures (3A.4). These hiring procedures were developed in collaboration with all of the college's constituent groups:  classified staff, faculty, administrators, managers/supervisors, and student body representatives.

All job announcements and job applications contain language that indicates the district's commitment to non-discrimination (3A.2). The district's employment website illustrates the hiring process and provides clear information of the application, the interview, and hiring process.


The college meets this standard. Personnel policies are included in the Board Approved Policy and Procedures Manual. Each administrator and manager has a copy in his/her respective offices. Personnel policies and procedures are updated by the president's office after Board of Trustees' approval. This procedure for replacing old policies with revised policies is clear and specific instructions are provided so that each administrator and manager can effectively update her/his own manual.

The Human Resources Department assists administrators and managers with implementation of new personnel policies as necessary. New labor laws are discussed with administrators and managers at monthly meetings. If specific assistance is needed with implementation, the Human Resources Department works with the particular department to ensure training and understanding is completed.

The current hiring procedures have been in place since 2003. These procedures were developed in collaboration with the college's shared governance structure.



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


All personnel records, medical files (industrial and non-industrial), and other employment related records are kept in the Human Resources Department. The Human Resources Director acts as the custodian of all employment records (3A.32, Administrative Procedure 7145).

Provisions contained in the Board of Trustees procedures and policies, the Gavilan College Faculty Association (GCFA) contract, and the California School Employees Association (CSEA) contract limit those who may access an employee's file. Specific language is found in all three of the preceding documents (3A.33, p. 31, 3A.7, p. 4).

The GCFA contract gives specific instructions of what is included in the personnel file. It provides employees the right to inspect their files upon request, provided that the request is made at a time when the employee is not actually required to render services to the district.

The CSEA contract provides that a CSEA representative, field staff, or local chapter officer shall have access to a unit member's personnel file providing that there is signed authorization from the unit member. The authorization is required to be specific as to the date of the authorization and the actual date of the review.

The Board of Trustees approved Administrative Procedure 7145 is specific to the custody of personnel files. This policy complies with Education Code Section 87031 and Labor Code Section 1198.5. This policy states that Personnel Records are private, accurate, complete, and permanent. Every employee has the right to inspect personnel records pursuant to the Labor Code. The policy further discusses the type and manner in which information is entered into an employee's personnel records.


The college meets this standard. The institution makes provision for keeping personnel records secure and confidential. The Human Resources Department now has adequate space for storage of all current personnel files. In 2005, the Human Resources (HR) office completed an extensive project of organizing all personnel files into color-coded tiered folders with document fasteners. As part of the process, personnel files were organized to make sure that all medical information was separated and kept in different files. This extensive file organization process enables HR to have access to personnel files that are secure. Employees needing access to their files can call and make an appointment with a staff member of the HR office. Appointments are usually provided on demand within 24 hours of receiving the request. Employees can sit in a private office with a staff member when reviewing their files.



  1. The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.
  1. The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.


The college has woven throughout its institutional documentation a sense of equity and encouragement of unique expression. The mission of the college is only one place where diversity is supported and facilitated. The college's values statement includes "A college environment characterized by inclusiveness and mutual respect for all students, staff and community…" (3A.12).

The college's current class schedule provides the college's nondiscrimination statement in its full length. One excerpt states "The Superintendent/President of the college shall ensure that the institution undertakes education activities to counter discrimination and minimize and eliminate a hostile environment that impairs access to equal education opportunity" (3A.34, p. 27). Students can find similar statements and procedures for reporting discrimination in the Student Handbook (to be completely revised in 2007) that is available to all students (3A.35, p. 27-35).

The Board of Trustees has adopted nondiscrimination policies (3A.36) that support the college's educational programs and employment practices.

The Human Resources office distributes an annual notice entitled "Annual Notice of Confidential Process for Reasonable Accommodation" (3A.37). This notice is sent to all employees reminding them that they are guaranteed a confidential process to discuss accommodation for disabilities.

The college participates in a number of college-sponsored activities onsite at the college as well as in the communities it serves. GavFest is an annual event that aims to bring all sectors of the community on to the campus for a day of fun, information, and idea exchange. Cultural celebrations such as Dia de Los Muertos, el Grito, and Black History Month promote cross-cultural understanding. In the summer of 2005 an art show brought many community members together to participate in "Piece Process", an art exhibit that featured both Jewish and Palestinian artists sharing their perspectives on war and peace in the Middle East. Bach to Blues is an annual musical revue featuring performers of different cultures, genres, and generations. Eve Ensler's Vagina Monologues provided a theatrical venue for expression, and raised over $4,500 to support programs that prevent violence against women. The aforementioned events and many others continue to bring a sense of community and pride as a variety of community groups come together to celebrate diversity in the Gavilan College community, student body, and staff.


The college meets this standard. Throughout the institution, woven into the mission, demonstrated through policies and procedures, the district demonstrates a true sense of appreciation of diversity.

In Board Policy 3410, the district states its commitment to equal opportunity in educational programs, employment, and access to institutional programs and activities. In this same policy the Board prohibits district funds to be used for membership, or for any participation involving financial payment or contribution on behalf of the district or any individual employed by or associated with it, to any private organization whose membership practices are discriminatory on the basis of race, creed, color, sex, religion, or national origin (3A.38).



  1. The institution regularly assesses its record in employment equity and diversity consistent with its mission.


The Human Resources Department maintains a database of all employees hired. Confidential Equal Employment Opportunity data is kept in the database for federal reporting purposes.

Data is also gathered from all applicants through a voluntary Equal Employment Opportunity (EEO) questionnaire (3A.39). In addition, a survey is given to applicants who are interviewed for a job opening (3A.40).


The college meets this standard. The data gathered from applicants through the voluntary EEO questionnaire is used to validate that advertising methods are successful in reaching a broad diverse pool of applicants. Although data is kept and reported to the state and federal government on permanent and temporary employees, the data is not used for any other analytical purpose.



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


Gavilan College is committed to providing a safe and comfortable campus environment for all students and staff. The college publishes its policies, procedures, and commitment to a safe campus in the following venues:  schedule of classes, college catalog, college website, intranet, and postings on public and employee bulletin boards around campus.

The college's values statement includes "A college environment characterized by inclusiveness and mutual respect for all students, staff, and community" (3A.12). There is a sense of mutual respect that is demonstrated in the college's shared governance structure.

The college makes public in many sources its commitment to the prohibition of harassment and hate crimes. The district is committed to providing an academic and work environment that respects the dignity of individuals and groups (3A.3, p. 11). The Board of Trustees in Board Policy 3430 lays out a comprehensive statement of its commitment to providing an academic and work environment free of unlawful harassment. The same policy provides a clear process for an employee, staff member, or student to participate in a process that is aimed at thorough investigation and resolution of any complaint filed. It also establishes a procedure for administrative response to hate crimes within the district (3A.41). The "Alleged Discrimination/Harassment Complaint" form is available to all students, staff, and public through the vice president of administrative services. The information is publicized in the college catalog (3A.3, p. 9, 11, 247), the schedule of classes (3A.34, p. 9) and on the internet. The form allows a complainant to address alleged discrimination based on race/ethnicity, religion/creed, color, national origin, ancestry, disability, gender, age, sexual harassment, sexual orientation, and/or marital status. Once a complaint is received, it is immediately addressed by the office of administrative services. The complainant is contacted and then interviewed at the earliest opportunity. Private and confidential interviews are conducted to gather facts related to the complaint.

The complainant is encouraged to identify a "remedy" to the problem or situation. The vice president of administrative services prepares a "Memorandum of Facts" for the president's review and resolution.

The college also has a student problem resolution process (3A.3, p. 11, 247). This process is outlined in the college's catalog as well as the student handbook and provides a step-by-step process to problem resolution. Mediation is offered, through the counseling department, as a voluntary alternative in student-student disputes.


The college meets this standard. The district has a formal problem resolution process that was collaboratively established with the Associated Student Body and the college and is publicized in most of the major communication venues at the college including the catalog, schedule of classes, board policy and procedures, and college website. This sense of mutual respect is demonstrated in the college's shared governance structure.



  1. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.
  1. The institution plans professional development activities to meet the needs of its personnel.


There are numerous programs available at Gavilan College which enable and encourage members of the support staff, faculty, and administration to remain current in their respective fields of expertise. Many faculty and staff have taken advantage of campus and community-based opportunities for development including an intensive Spanish Language Program in Mexico and Spain, the Great Teachers Seminar, community leadership programs, customer service training, and communications training. The Staff Resource Center provides training in new educational equipment and software. Funds are also available to provide outside technical training for classified staff, faculty, and administrators.

Members of the classified staff currently have several programs available that encourage professional development and the maintenance of currency in their fields. The Staff Development Program provides a one-time reimbursement for completion of appropriate coursework. The Professional Growth Program provides salary increases based on the completion of fifteen units of approved coursework. Classified staff members also have access to funds that can be used for individually chosen workshops and conferences. Classified staff may apply for Professional Growth Leave for a period of one month to one year and receive 50 percent of their regular salary during this time.

Faculty members engage in several types of activities in order to maintain their currency. Two staff development days each year offer an opportunity for professional development. There are also five "flexible contract" days. For the flexible contract days, faculty members may attend planned campus activities or may contract to do individual activities. Faculty members may also maintain currency by using district funds to attend appropriate conferences and/or workshops. Each faculty member has $250.00 in travel/conference funds available each year that can be used for participation in off-campus professional development activities. Unused funds can be rolled over to the next year. Moreover, an additional $250.00 is available every other year for instructors who have a Professional Growth Plan approved by the Faculty Staff Development Committee. A third vehicle that encourages faculty members to maintain currency is sabbatical leave. Faculty members may apply for a year-long (60 percent pay) or semester-long (100 percent pay) leave. During these leaves, faculty members are able to complete larger scale projects in their field. Finally, faculty members are encouraged to maintain currency through salary incentives. They may receive track advancement or career increment credit for completion of individually chosen coursework and/or special projects in their assigned areas or in other areas that contribute to the improvement of teaching. The Faculty Staff Development Committee approves courses and projects used for track advancement.

Members of the Gavilan College administration also engage in at least four types of activities in order to maintain currency. Each administrator has individual travel/conference funds available to be used for workshops and/or conferences. When appropriate, administrators also attend the on-campus flex activities planned for the faculty. Each year the administration holds a retreat/workshop to address current group administrative needs. Administrators participate in regional meetings in order to keep abreast of current regulations and trends.


The college meets this standard. In the recent accreditation survey of employees, 89 percent of staff indicated that they have attended on-campus staff development activities, while 60 percent indicated that they have benefited professionally from those activities (3A.16).

Given all the various opportunities available through district funds, as well as personal opportunities for professional development, staff has adequate time and resources available. The survey results also indicate that 84 percent of staff feels that professional growth is supported by the institution (3A.16).



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


Employees attending on-campus staff development programs are provided with a confidential survey at the end of the program. The results of the survey are brought to the staff development committee for consideration in future program planning. Improvements and suggestions are incorporated in future staff development activities.

Currently there is no clear way of evaluating the various off-campus professional development programs used by staff so there is no data to use as the basis for improvement.


While staff is surveyed annually on the effectiveness of on-campus staff development activities, and has a participatory process for planning and contributing to Staff Development Days, no such mechanism exists to evaluate off-campus professional development activities.


  • Develop an evaluation process for off-campus professional development activities.

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


The district uses the Strategic Plan to identify the long-term direction and goals of the district. When the goals of the district identify the need for additional human resources, decisions are made based on the actual needs of the new program and funding available. If permanent staff is identified for a long-term project, the budget process is used to determine priority. Permanent additions to staff levels are made under the following conditions:

  • Increase in full time faculty personnel required by state funding.
  • Additional staff that will result in an increase in FTES revenue.
  • Inability to obtain part-time faculty within an academic discipline.
  • Workload demands resulting from growth and increased volume of work.
  • Enhancements to support services necessary to support growth in instructional programs, student retention efforts, or increased technology.

A full-time faculty requirement is established by the state based on the prior year's base revenues. Increases in full-time faculty levels are required when the college receives growth revenue or equalization revenue. Gavilan College complies with the state requirement that an increase be calculated to determine the number of new faculty hires as a result of achieving growth revenue. The college is currently in compliance with state regulations and has developed a Board approved five-year hiring plan for full-time faculty. The district may also evaluate the need for additional full-time faculty members in order to meet instructional demands that are difficult to satisfy because of the shortage of adjunct faculty members and/or program regulations.

Classified employee positions are evaluated on a year-to-year basis to determine where additional employees are needed to support student success, the instructional program, or to enhance the working and learning environment. Support staffing levels are also considered when evaluating changes to instructional programs and student services.

In 2002 as a cost-saving measure, the district created the participatory Expenditure Reduction Task Force, which recommended cost-saving reductions in staff in both the classified service and in management. The task force was charged with recommending reductions while protecting the college's core mission of providing educational and support services to students. Early retirement incentives were offered to faculty and a hiring freeze was put in place. Several members of the faculty took this opportunity to retire, leaving vacancies. In October 2005, the Board of Trustees approved a five-year faculty hiring plan that is restoring some of the faculty positions lost to early retirements and a hiring freeze several years earlier.

In June 2004, the president, with participation of the college's shared governance representatives, supported and proposed a temporary reorganization plan that was estimated to save the district approximately $115,000 in FY 04-06. The proposal included the following changes:

  • Elimination of one vice president position.
  • Conversion of the dean of enrollment management to the dean of student services. Add one administrative assistant to address clerical workload demands.
  • Reassignment of some functions to the vice president of administrative services.
  • Convert the vice president,of instruction to vice president of instruction and student services.
  • Adjustment of the dean salary structure so that all "dean" positions are paid the same.

This reorganization remained in place until fall 2006 when the Board of Trustees elected to return to a three-vice president structure.


The college meets this standard.



Last modified: February 4, 2007
Gavilan College Red Diamond 5055 Santa Teresa Boulevard Red Diamond Gilroy, CA 95020 Red Diamond (408) 848-4800