2009 Employee Satisfaction Survey PDF

Employee
Satisfaction
Survey
Spring
2009
Irvine Valley College
TABLE OF CONTENTS
TABLE OF CONTENTS
Figures ........................................................................................................................................................... 3
Tables ............................................................................................................................................................ 5
Introduction .................................................................................................................................................. 6
Methodology ............................................................................................................................................. 7
Executive Summary ................................................................................................................................... 8
Employee Satisfaction and Campus Environment ................................................................................ 8
Instruction ........................................................................................................................................... 10
Leadership ........................................................................................................................................... 10
Campus Facilities ................................................................................................................................. 10
Technology Infrastructure .................................................................................................................. 11
Human Resources ............................................................................................................................... 11
Levels of Communication .................................................................................................................... 12
College Decision-Making Processes .................................................................................................... 12
Sense of Community ........................................................................................................................... 13
Employee Satisfaction and Campus Environment ...................................................................................... 15
Campus Environment .............................................................................................................................. 20
Instruction ................................................................................................................................................... 28
Campus Facilities......................................................................................................................................... 30
Classrooms, Labs, and Instructional Equipment ..................................................................................... 30
Campus Facilities ..................................................................................................................................... 31
Campus Parking....................................................................................................................................... 32
Campus Safety......................................................................................................................................... 33
Technology Infrastructure .......................................................................................................................... 34
Leadership ................................................................................................................................................... 35
Human Resources ....................................................................................................................................... 39
Diversity .................................................................................................................................................. 40
Levels of Communication ............................................................................................................................ 41
College Decision-Making Processes ............................................................................................................ 44
Open-Ended Responses .............................................................................................................................. 60
Appendix A: Demographics ......................................................................................................................... 70
EMPLOYEE SATISFACTION SURVEY, SPRING 2009
IRVINE VALLEY COLLEGE
TABLE OF CONTENTS
Appendix B: Survey Questionnaire ............................................................................................................. 73

Appendix C: Verbatim Responses to Open-Ended Questions .................................................................... 87
FIGURES
FIGURES
Figure 1: Overall Satisfaction (n = 208) ....................................................................................................... 15
Figure 2: Satisfaction with Specific Aspects of Employment ...................................................................... 18
Figure 3: Satisfaction with Specific Aspects of Employment by Bargaining Unit........................................ 19
Figure 4: Rating of Campus Environment for Employees (n = 208) ............................................................ 20
Figure 5: Improvement of Campus Environment for Employees (n = 208) ................................................ 21
Figure 6: Rating of Campus Environment for Students (n = 208) ............................................................... 23
Figure 7: Improvement of Campus Environment for Students (n = 208) ................................................... 24
Figure 8: Improvement of Programs and Services (n = 208) ...................................................................... 24
Figure 9: Job Climate (n = 181) ................................................................................................................... 25
Figure 10: Model of Employee Satisfaction ................................................................................................ 27
Figure 11: Faculty Perception of Instructional Procedures (n = 80) ........................................................... 28
Figure 12: Faculty Perception of Instructional Infrastructure (n = 98) ....................................................... 30
Figure 13: Perception of Campus Facilities (n = 196).................................................................................. 31
Figure 14: Perception of Campus Parking (n = 197) ................................................................................... 32
Figure 15: Perception of Campus Safety (n = 205) ..................................................................................... 33
Figure 16: Technology Infrastructure (n = 195) .......................................................................................... 34
Figure 17: Perception of Executive Leadership (n = 181) ........................................................................... 35
Figure 18: Human Resources (n = 194) ....................................................................................................... 39
Figure 19: Campus Diversity (n = 194) ........................................................................................................ 40
Figure 20: Level of Awareness about Campus Events (n = 192) ................................................................. 41
Figure 21: Level of Awareness about Division/Unit Events (n = 192) ......................................................... 42
Figure 22: Staff/Faculty Informed about Student Services (n = 181) ......................................................... 42
Figure 23: Preferred Method of Communication (n = 192) ........................................................................ 43
Figure 24: Familiarity with College Decision-Making Processes (n = 171) .................................................. 44
Figure 25: Familiarity with College Decision-Making Processes by Bargaining Unit .................................. 45
Figure 26: Familiarity with College Decision-Making Processes by Length of Employment ...................... 46
Figure 27: Familiarity with College Decision-Making Processes by Level of Awareness about Campus
Events .......................................................................................................................................................... 47
Figure 28: Familiarity with College Decision-Making Processes by Sense of Community .......................... 48
Figure 29: Familiarity with College Decision-Making Processes Instruction (n = 91) .............................. 49
Figure 30: Familiarity with College Decision-Making Processes Instruction by Length of Employment . 50
Figure 31: Familiarity with College Decision-Making Processes Instruction by Sense of Community .... 51
Figure 32: Effectiveness of College Decision-Making Processes (College-Wide)........................................ 52
Figure 33: Effectiveness of College Decision-Making Processes by Bargaining Unit .................................. 53
Figure 34: Effectiveness of College Decision-Making Processes by Length of Employment ...................... 54
Figure 35: Effectiveness of College Decision-Making Processes by Familiarity with College DecisionMaking Processes ........................................................................................................................................ 55
Figure 36: Effectiveness of College Decision-Making Processes by Sense of Community ......................... 56
Figure 37: Effectiveness of College Decision-Making Processes (Instruction) ............................................ 57
FIGURES
Figure 38: Effectiveness of College Decision-Making Processes (Instruction) by Sense of Community .... 58
Figure 39: Effectiveness of College Decision-Making Processes (Instruction) by Familiarity with DecisionMaking Processes ........................................................................................................................................ 59
Figure 40: Pride at IVC (n = 146) ................................................................................................................. 61
Figure 41: Word Cloud from Comments about Pride at IVC ....................................................................... 62
Figure 42: Improvement at IVC (n = 154).................................................................................................... 64
Figure 43: Word Cloud from Comments about Improvement at IVC ......................................................... 66
Figure 44: Additional Comments (n = 86) ................................................................................................... 68
Figure 45: Word Cloud from Additional Comments ................................................................................... 69
Figure 46: Bargaining Unit .......................................................................................................................... 70
Figure 47: Faculty Classification .................................................................................................................. 70
Figure 48: Employment Area ...................................................................................................................... 71
Figure 49: Length of Employment ............................................................................................................... 71
Figure 50: Race and Ethnicity ...................................................................................................................... 72
Figure 51: Gender ....................................................................................................................................... 72
TABLES
TABLES
Table 1: Methodology ................................................................................................................................... 7
Table 2: Response Rates ............................................................................................................................... 7
Table 3: Overall Satisfaction by Bargaining Unit ......................................................................................... 16
Table 4: Overall Satisfaction by Area .......................................................................................................... 16
Table 5: Overall Satisfaction by Length of Employment ............................................................................. 17
Table 6: Overall Satisfaction by Sense of Community ................................................................................ 17
Table 7: Rating of Campus Environment for Employees by Bargaining Unit .............................................. 20
Table 8: Rating of Campus Environment for Employees by Length of Employment .................................. 21
Table 9: Improvement of Campus Environment for Employees by Bargaining Unit .................................. 22
Table 10: Improvement of Campus Environment for Employees by Area ................................................. 22
Table 11: Improvement of Campus Environment for Employees by Length of Employment .................... 23
Table 12: Improvement of Campus Environment for Employees by Sense of Community ....................... 23
Table 13: Job Climate by Bargaining Unit and Length of Employment....................................................... 26
Table 14: Job Climate by Area ..................................................................................................................... 26
Table 15: Good Procedure to Develop Courses by Length of Employment ............................................... 29
Table 16: Faculty Are Encouraged to Develop New Courses by Length of Employment ........................... 29
Table 17: Perception of President's Communication by Length of Employment ....................................... 36
Table 18: Perception of President's Communication by Sense of Community .......................................... 36
Table 19: Perception of President's Communication by Improvement of Campus Environment for
Employees ................................................................................................................................................... 37
Table 20: Perception of IVC Administrative Leadership by Bargaining Unit ............................................... 37
Table 21: Perception of IVC Administrative Leadership by Sense of Community ...................................... 38
Table 22: Perception of IVC Administrative Leadership by Improvement of Campus Environment for
Employees ................................................................................................................................................... 38
Table 23: Improvement at IVC by Bargaining Unit ..................................................................................... 65
INTRODUCTION
INTRODUCTION
The Irvine Valley College Mission Statement maintains that the College is committed to successful and
measureable student learning through hiring exemplary faculty and staff, access to state of the art
technologies and facilities, and by providing a variety of traditional and innovative teaching methods. In
order to fulfill its mission, the College must foster a college environment that attracts and supports
excellent faculty, staff, and students. In the spring of 2009, the Office of Research, Planning, and
Accreditation conducted a comprehensive climate survey of IVC employees. The survey provides critical
and timely information about how College employees perceive a wide range of issues related to their
compensation, benefits, professional development, workplace conditions, communications, familiarity
with college-wide decision-making processes, and job satisfaction. The report is organized into the
following sections:
The Executive Summary provides a summary of key findings from the survey.
The Detailed Findings section offers analyses of each question in the survey and is presented in
the following way:
Employee Satisfaction and Campus Environment on Page 15
Instruction on Page 28
Campus Facilities on Page 30
Technology Infrastructure on Page 34
Leadership on Page 35
Human Resources on Page 39
Levels of Communication on Page 41
College Decision-Making Processes on Page 44
Open-Ended Responses on Page 60
Appendix A presents the demographic data of students who participated in the survey.
Appendix B provides the survey instrument.
Appendix C includes the verbatim responses to the open-ended comments question asked at the
end of the survey.
INTRODUCTION
Methodology
Administered in the spring from April 22 to May 28 using an on-line survey methodology, the 2009
Employee Satisfaction Survey was sent to all employees via an e-mail invitation. By the end of the field
date, 208 IVC employees participated in the survey. On average, the survey took slightly less than 17
minutes to complete (median time of completion = 14 minutes).
Table 1: Methodology
Technique
Internet survey in English
Interview Length
17 minutes
Field Dates
April 22 - May 28
Sample Size
208
Table 2 shows the survey response rate by employee class. Among all employees working during the
spring semester, 32 percent participated in the employee satisfaction survey; however, response rates
among part-time faculty and staff were significantly lower than the response rates among full-time
employees. Nearly 63 percent of IVC full-time employees responded to the survey.
Table 2: Response Rates
Employee Class
Sample
Population
Response Rate
Administrators/Managers
14
23
60.9%
Full-Time Faculty
87
105
82.9%
Classified Bargaining Unit
79
158
50.0%
Classified Non-Bargaining
82
11.0%
Part-Time Faculty
19
286
6.6%
Total
208
654
31.8%
Total Full-Time Employees Only
180
286
62.9%
INTRODUCTION
Executive Summary
Many studies have established direct and quantifiable links between customer service variables (e.g.,
satisfaction and loyalty), employee variables (e.g., satisfaction, enthusiasm, loyalty, commitment,
capability, and internal service quality), and financial results. For example, Gallup reports that highly
satisfied groups of employees often exhibit above-average levels of the following characteristics:
customer loyalty; productivity; employee retention; safety records; and profitability. In addition, recent
research by Thomas Wright, the Jon Wefald Leadership Chair in Business Administration and professor
of management at Kansas State, has found that employees with high levels of psychological well-being
and job satisfaction perform better and are less likely to leave their job. Employee happiness, then,
becomes a valuable tool for maximizing organizational outcomes. 1
Employee Satisfaction and Campus Environment
In 2009, most employee respondents reported that they were satisfied with IVC. About 42 percent of
survey respondents indicated that they were Very satisfied and another 40 percent reported that they
were Somewhat satisfied. Looking more closely at overall satisfaction, members of the faculty (46%
Very satisfied) and college administrators (57% Very satisfied) registered slightly more intense levels
of satisfaction than the classified staff (35% Very satisfied), although total satisfaction levels were
similar across all bargaining units. Interestingly, newer employees (five years or less) and long-time
employees (21+ years) reported the highest level of overall satisfaction, whereas employees that have
worked at IVC from six to twenty years had relatively lower levels of satisfaction.
Survey respondents were most satisfied with their employment benefits, followed by their relationships
with their co-workers, their current position, their salaries, and their relationships with their supervisors.
On average, the survey respondents were at least Somewhat satisfied with these areas of their
employment. The respondents were less likely to be satisfied with their opportunities for personal
growth, opportunities to make suggestions, and opportunities for advancement. Responses were similar
for both members of the faculty and classified staff except in three areas where faculty members
registered significantly higher levels of satisfaction: Opportunities for advancement (mean difference
= +1.10; % difference in satisfaction = 33%); Opportunities for personal growth (mean difference =
+0.77; % difference in satisfaction = 25%); and Salary (mean difference = +0.47; % difference in
satisfaction = 16%).
Next, employees were asked to rate the campus environment for employees at IVC. About 57 percent
reported a positive rating of the campus environment (15.4% Excellent; 42.8% Good), a quarter of
respondents (26.0%) believed that the campus environment was Fair, while 15 percent gave a
negative rating of the campus environment (12.5% Poor; 2.4% Very poor). Classified staff members
were more likely to rate the environment as Fair rather than Excellent or Good than other campus
bargaining units.
1
See, for example: Sweetman, Katherine J. Employee Loyalty Around the Globe, Sloan Management Review (January 2001); Wright, Thomas
A., Cropanzano, Russell, and Bonett, Douglas G. Journal of Occupational Health Psychology. 12:2 (April 2007), pp. 93-104. Harter, James K.
Taking Feedback to the Bottom Line, Gallup Management Journal (March 15, 2001) http://gmj.gallup.com/content/814/taking-feedbackbottom-line.aspx.
INTRODUCTION
A plurality of respondents (38.0%) felt that the campus environment for employees was improving,
while about a third of respondents (33.2%) believed that the campus environment was staying about
the same. Twenty-four percent of employee respondents felt that the campus environment was getting
worse. Classified staff members were much less positive than employees from the other groups on
campus: only 21 percent of classified staff members indicated that the campus environment was
Getting better, more than 30 percent less than members of the faculty or administration.
Survey respondents were also asked to assess the campus environment for students. Employees were
much more positive about the campus environment for students with 76 percent indicating that the
campus environment for students was either Excellent (28.8%) or Good (47.6%). Fifteen percent
gave the campus environment for students a Fair rating (14.9%), while only two percent felt that the
campus environment for students was Poor (none of the survey respondents thought that the campus
environment for students was Very poor). When asked about the improvement of the campus
environment for students, 45 percent of employee respondents indicated that the campus environment
was Getting better and only six percent indicated that it was Getting worse. Forty percent felt that
the campus environment for students was Staying about the same.
Similarly, approximately 45 percent of employee respondents felt that student programs and services at
IVC were Getting better, 39 percent believed that programs and services were Staying about the
same, and only six percent felt that IVC programs and services were Getting worse.
In addition, respondents were asked several questions that indirectly measure employees perception of
their job climate. Among these items, 70 percent of respondents agreed that the regularly receive the
information that they need, 66 percent believed that they are treated with respect and dignity, and 64
percent felt that they have the opportunity to participate in the college decision-making process.
Majorities of employee respondents agreed that professional development activities are encouraged by
the college (61%), and that their work is appreciated (59%). Adjunct faculty members and classified staff
members were less likely to agree that they regularly receive the information that they need, have the
opportunity to participate in shared governance, are treated with respect, and are encouraged to
pursue professional development activities. In addition, classified staff members were less likely to feel
that their work is appreciated. Newer employees (< 11 years) were more likely to feel that they are
treated with respect, appreciated, and connected to the college community than longer tenured
employees (11+ years); however, newer employees were less likely to feel that professional
development activities are encouraged and supported. Differences between college areas emerge only
in a few aspects of job climate. Employees working in instruction were more likely to agree that
professional development activities are encouraged and supported than employees in student services
or the presidents area (i.e., Other). Employees in student services were the least likely to feel that
their work is appreciated.
Analyses of the data revealed that employee perceptions related to general working conditions,
interpersonal relationships, and feelings about the overall job climate (e.g., feelings of appreciation,
belief in a positive campus environment, and opportunities to participate in making decisions) appeared
to be more closely related to overall satisfaction than other individual aspects of employment like
INTRODUCTION
opportunities for personal growth, salary, and benefits. In other words, data from the survey show that
overall satisfaction is driven by feelings of inclusiveness, appreciation, and respect rather than individual
levels of pay, advancement, or benefits.
Instruction
Full-time faculty members were asked a variety of questions about various instructional procedures,
aspects of teaching, and other curriculum matters. Large majorities agreed that the faculty determines
student competency (91%), instructors are fair and objective (89%) and students are able to enroll in
lower level courses (86%). Seventy-five percent of full-time faculty respondents felt that advanced
courses are offered frequently and another 71 percent agreed that faculty members are encouraged to
develop new courses and programs. About two-thirds of the full-time faculty respondents (66%)
believed that they are supported when developing new courses and programs. Only a slight majority of
respondents (52%) agreed that IVC has a good procedure for developing new courses and programs.
Further analysis showed that newer full-time faculty survey respondents (< 11 years) were more likely
than long-term faculty members (11+ years) to agree that IVC has a good procedure for developing new
courses (72% vs. 43%) and that faculty are encouraged to develop new courses (85% vs. 67%).
Leadership
In general, perceptions of administrative leadership were more positive for college administrators than
for district administrators. For example, 61 percent of employees agreed that The president
communicates regularly with all constituencies (28.2% Strongly agree; 33.1% Somewhat agree) and
56 percent agreed that the IVC administration provides effective leadership (23.8% Strongly agree;
32.6% Somewhat agree). Less than a majority of surveyed employees (47%) agreed that The
chancellor communicates regularly with all constituencies (13.3% Strongly agree; 33.7% Somewhat
agree) and a similar percentage (46%) agreed that the district provides effective leadership (14.4%
Strongly agree; 31.5% Somewhat agree).
Analyses of various sub-groups reveal that employees that have worked at IVC from 11 to 20 years and
believed that the campus environment for employees was Getting better were more likely to agree
that the president regularly communicated with all constituencies.
Looking at perceptions of college leadership more closely, less than half of the members of the classified
staff (47%) agreed that the administration at IVC provides effective leadership in support of the colleges
mission, whereas 62% of faculty members held the same opinion.
Campus Facilities
Overall, IVC employees gave positive responses to questions about campus facilities were offered to all
employees. Most campus employees in the survey (84%) agreed that campus grounds are attractive and
well-maintained and about two-thirds of respondents agreed that campus buildings provide a healthy
working environment. Six in ten (61%) believed that the lighting at night is good, although 15 percent
did not express their opinion about campus lighting (again, presuming that these employees work solely
during the day-time hours). When Dont know opinions are filtered out, 71 percent of employee
10
INTRODUCTION
respondents felt that campus lighting at night is good. Slight majorities agreed that the restrooms are
clean and well-maintained (56%) and that campus buildings are comfortable (53%).
Over 80 percent of faculty members that answered the survey agreed that IVC provides current
instructional equipment for lectures (84%) and classroom lighting is good (82%). Significantly fewer (but
still over a majority of) respondents indicated that classrooms are clean and well-maintained (55%).
While only 52 percent of faculty who responded to the survey indicated that campus lab equipment is
up-to-date, a sizable percentage (31%) indicated that they did not have an opinion about this question,
ostensibly because these faculty members do not teach courses with labs. Once Dont know opinions
are filtered out, 75 percent of respondents believed that the lab equipment is up-to-date.
According to the survey, most IVC employees feel safe while on campus: about 66 percent of
respondents indicated that they were Very safe and secure and another 26 percent reported that they
were Somewhat safe and secure.
Survey respondents were equally positive regarding parking on campus. Over 85 percent of employees
in the survey were satisfied with the maintenance of the parking lots (87%), the safety of the parking
lots (85%), the availability of parking on campus (85%), and parking lot lighting at night (86% after
filtering out Dont know responses).
Technology Infrastructure
Results from the survey provide strong evidence that the campus community feels supported by the
college IT staff. Strong majorities (over 80%) indicated that the technology employed at IVC is current
and reliable. For example, 88 percent of employees either Strongly or Somewhat agreed that
Internet access at IVC is fast and reliable, whereas 86 percent and 83 percent agreed that Technology
equipment is reliable and Computer hardware and software are up-to-date, respectively. Over 86
percent agreed that Technology staff is knowledgeable. Three out of four employees either Strongly
or Somewhat agreed that IVC maintains, upgrades, or replaces its technology infrastructure and
equipment to meet instructional needs (76%), IVC maintains, upgrades, or replaces its technology
infrastructure and equipment to meet staff needs (76%), IVC provides high quality technology
training (74%), and Technology training addresses the differing needs of faculty and staff (73%).
Human Resources
Nearly three-fourths of respondents (72.2%) agreed with the statement that Personnel policies and
procedures are easy to obtain and review. Seven out of ten respondents (69.1%) agreed that Campus
publications clearly and adequately reflect actual practices at the College. Fifty-nine percent of survey
respondents either strongly (37.6%) or somewhat (21.6%) agreed that Personnel records are kept
confidential. A sizable percentage of employees (25.3%), however, selected Dont know when asked
this question. Similar percentages of employees believed that job performance evaluations are
conducted systematically at regular intervals (Strongly agree 26.3%; Somewhat agree 32.5%) and
encourage improvement (Strongly agree 25.8%; Somewhat agree 31.4%). About a third of
respondents (36.1% and 34.5% respectively) disagreed that evaluations are conducted regularly and
prompt improvement.
11
INTRODUCTION
In general, IVC employees who responded to the survey were quite positive when assessing the colleges
efforts in promoting a diverse student and employee community. A large majority of employees
believed that IVC promotes student diversity (87% agreement), Employees promote the development
of a diverse educational and cultural campus environment (79% agreement), and that IVC promotes
employee diversity (72% agreement).
Levels of Communication
Most employees who responded to the survey indicated that they were at least somewhat informed
about campus events (83% Somewhat or Very informed) as well as what is occurring within their
school or department (84% Somewhat or Very informed). Employees indicated, however, higher
level of awareness about what is occurring in their department or area than at the college overall (52%
vs. 28 Very informed respectively). Furthermore, 69 percent of employee respondents agreed that
Staff and faculty members are kept informed about support services available for students.
When asked to rate the importance of various methods of communication as a source of information
about campus issues, respondents overwhelmingly rated electronic media as the most important
method of communication (i.e., e-mail, IVC website, and MySite). Many respondents, on the other hand,
did not see the college intranet sites or college committee meetings as important sources of
information.
College Decision-Making Processes
In order to assess employees awareness of changes to the colleges decision-making structures, the
survey asked all employees to rate how familiar they were with the new or revised college decisionmaking processes. The survey revealed that employee respondents were most familiar with the College
mission statement and college goals, followed by Strategic planning, The Planning and DecisionMaking Manual, College budget development process, and Classified hiring priority list development
process. With the exception of the classified hiring priority list development process, faculty members
were more likely to be familiar with college decision-making processes than classified staff members.
Employees who have worked at IVC for 11 years or more and employees who are more informed about
campus events were more familiar with college decision-making processes than newer and less
informed employees.
A series of questions were also given to full-time faculty members as well as college administrators to
rate their familiarity with new or revised instructional processes. Respondents in the survey were most
familiar with Program review and the Full-time faculty hiring priority list development process,
followed by the Institutional Effectiveness Annual Report, New program approval policy and
procedures (academic programs and career technology education, Program discontinuance, and
Program realignment. With the exception of the Institutional Effectiveness Annual Report,
employees with longer service at IVC were more likely to be familiar with instructional policies and
procedures than employees with less than 11 years of service.
After assessing their familiarity of new or revised college decision-making processes, employees were
given the chance to assess the effectiveness of these processes. The results revealed that employees in
12
INTRODUCTION
the survey rated the College mission statement and college goals, The planning and decision-making
manual, and Strategic planning as the most effective. The respondents rated the effectiveness of the
College budget development process slightly lower and rated the Classified hiring priority list
development process as least effective of the processes tested in the survey. Indeed, less than half
(46%) indicated that the classified hiring priority list development process was effective (Very effective
13.0%; Somewhat effective 32.5%). Differences between faculty and classified staff members
appeared when evaluating the effectiveness of the planning and decision-making manual, strategic
planning, and the classified hiring process. The greatest difference in perception of effectiveness
occurred when respondents evaluated the classified hiring priority list development process (Faculty:
70.3% Very or Somewhat effective; Classified: 42.0% Very or Somewhat effective). In general,
employees who have worked at IVC for less than eleven years rated the effectiveness of college
decision-making processes higher than employees who have worked at IVC longer. Perhaps more
importantly, respondents who were Very familiar with college decision-making processes rated the
effectiveness the processes significantly higher than those who were either Somewhat or A little
familiar, suggesting that increased awareness could potentially drive up perceptions of effectiveness.
When assessing the effectiveness of instructional policies and procedures, Program review was seen
as the most effective, on average, than the Full-time faculty hiring priority list development process,
New program approval policy and procedures (academic programs and career technology education),
Institutional Effectiveness Annual Report, Program realignment, and Program discontinuance.
Similar to the college decision-making processes, familiarity with the various instructional policies and
procedures conditioned perceptions of effectiveness. That is, respondents who were Very familiar
with the processes gave much higher ratings of effectiveness than those who were less familiar with the
processes.
Sense of Community
One concept that was measured in the survey relates to the Sense of Community felt by IVC
employees. Researchers have defined sense of community as a feeling that members have of
belonging, a feeling that members matter to one another and to the group, and a shared faith that
members needs will be met through their commitment to be together. 2 Research has shown that
feelings of community correspond with satisfactions levels with life, work, neighborhoods, interest
groups, and student communities. At IVC, 60 percent of the surveyed employees agreed that IVC has a
strong sense of community. About one out of four employees, however, Somewhat disagreed and
another 13 percent Strongly disagreed that IVC has a strong sense of community.
Results from the survey show that feelings of shared community closely tracked with overall
satisfaction, perceptions about administrative leadership, and evaluations of campus decision-making
processes. Consistent with other research findings, sense of community was strongly correlated with
overall satisfaction: three-fifths of respondents (61.7%) who agreed that IVC has a strong sense of
community were Very satisfied with IVC, whereas only 13 percent of respondents who disagreed that
IVC has a strong sense of community were Very satisfied. In addition, employees with a strong sense
2
McMillan, D., and Chavis, D. (1986). Sense of Community: A Definition and Theory. Journal of Community Psychology. 14, pp. 6-23.
13
INTRODUCTION
of community were much more likely to report an improvement in the campus environment that those
with a weak sense of community.
Feelings of shared community at IVC also were correlated with perceptions of the administrative
leadership at the college. For example, about 82 percent of employees who believe that IVC has a strong
sense of community agreed that the president communicates regularly with all constituencies;
conversely, only 37 percent of employees who disagree that IVC has a strong sense of community
expressed the same opinion. Similarly, 76 percent of employees with a strong sense of community
agreed that the college administration provides effective leadership, but only 25 percent of employees
with a weak sense of community had the same perceptions of effectiveness.
Lastly, feeling a sense of community at IVC strongly correlated with opinions about both the familiarity
with and effectiveness of college decision-making processes. For example, 59 percent employees with a
strong sense of community reported that they were somewhat or very familiar with the Planning and
Decision-Making Manual, whereas 41 percent of employees with a weak sense of community were
familiar with the manual. When comparing perceptions of effectiveness of the Planning and DecisionMaking Manual, 87 percent of employees with a strong sense of community felt that the manual was
effective. Conversely, only 47 percent of employees with a weak sense of community rated the manual
as an effective process.
14
EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

The first series of substantive questions asked employees about their overall level of satisfaction with
IVC as well as their perceptions and beliefs about the campus environment. Many research studies have
shown that when employee satisfaction is high, it translates into increased productivity, commitment
and retention for organizations. Asking an overall satisfaction question early in the survey allows for an
initial, unvarnished assessment of satisfaction by IVC employees.
In 2009, most employee respondents reported that they were satisfied with IVC. About 42 percent of
survey respondents indicated that they were Very satisfied and another 40 percent reported that they
were Somewhat satisfied. About 11 percent indicated that they were Somewhat dissatisfied and six
percent were Very dissatisfied with IVC.
Figure 1: Overall Satisfaction (n = 208)
Somewhat
dissatisfied
10.6%
Very dissatisfied DK/NA

6.3%
0.5%
Very satisfied
41.8%
Somewhat
satisfied
40.9%
15
Looking more closely at overall satisfaction (Table 3), members of the faculty (46% Very satisfied) and
college administrators (57% Very satisfied) registered slightly more intense levels of satisfaction than
the classified staff (35% Very satisfied), although total satisfaction levels were similar across all
bargaining units. Similarly, Table 4 employees in Student Services registered slightly less satisfaction
than employees in other areas on campus.
Table 3: Overall Satisfaction by Bargaining Unit
Faculty
(n = 106)
Classified
(n = 87)
Administration
(n = 14)
Total
(n = 207)
Very satisfied
46.2%
34.5%
57.1%
42.0%
Somewhat satisfied
36.8%
47.1%
35.7%
41.1%
Somewhat dissatisfied
10.4%
12.6%
0.0%
10.6%
Very dissatisfied
6.6%
5.7%
7.1%
6.3%
NOTE: Results do not include Dont know or missing responses.
Table 4: Overall Satisfaction by Area
Instruction
(n = 121)
Student Services
(n = 47)
Other
(n = 39)
Total
(n = 207)
Very satisfied
46.3%
36.2%
35.9%
42.0%
Somewhat satisfied
38.0%
38.3%
53.8%
41.1%
8.3%
19.1%
7.7%
10.6%
Very dissatisfied
7.4%
6.4%
2.6%
6.3%
16
Interestingly, newer employees (five years or less) and long-time employees reported the highest level
of overall satisfaction, whereas employees that have worked at IVC from six to twenty years had
relatively lower levels of satisfaction.
Table 5: Overall Satisfaction by Length of Employment
< 3 years
(n = 31)
3 to 5 years
(n = 38)
6 to 10 years 11 to 20 years
(n = 43)
(n = 61)
21+ years
(n = 34)
Total
(n = 207)
Very satisfied
51.6%
36.8%
48.8%
36.1%
41.2%
42.0%
Somewhat satisfied
41.9%
52.6%
25.6%
41.0%
47.1%
41.1%
6.5%
5.3%
14.0%
16.4%
5.9%
10.6%
Very dissatisfied
0.0%
5.3%
11.6%
6.6%
5.9%
6.3%
Table 6 shows that overall satisfaction is strongly correlated with how employees feel a sense of
community at IVC. For example, three-fifths of respondents (61.7%) who agreed that IVC has a strong
sense of community were Very satisfied with IVC, whereas only 13 percent of respondents who
disagreed that IVC has a strong sense of community were Very satisfied.
Table 6: Overall Satisfaction by Sense of Community
Strong Sense
of Community
(n = 107)
Weak Sense
of Community
(n = 69)
Total
(n = 176)
Very satisfied
61.7%
13.0%
42.6%
Somewhat satisfied
31.8%
52.2%
39.8%
4.7%
20.3%
10.8%
Very dissatisfied
1.9%
14.5%
6.8%
NOTE: Respondents with a Strong sense of community either Strongly or Somewhat agreed that IVC has a strong sense of community;
respondents with a Weak sense of community disagreed with this sentiment. Dont know and missing responses are not included.
Later in the survey, employees were asked to assess their satisfaction levels with various specific aspects
pertaining to their job such as, their salary, employee benefits, and relationships with their supervisors
and co-workers. To ease comparisons among these items, responses were coded such that, Very
satisfied = +2, Somewhat satisfied = +1, Somewhat dissatisfied = -1, and Very dissatisfied = -2.
The responses were then aggregated to form a mean satisfaction score for each employment aspect
tested in the survey.
17
Figure 2 shows that survey respondents were most satisfied with their employment benefits (1.51),
followed by their relationships with their co-workers (1.30), their current position (1.24), their salaries
(1.00), and their relationships with their supervisors (1.00). Because the mean scores for these specific
aspects of employment were equal to or greater than one, this means that, on average, the survey
respondents were at least Somewhat satisfied with these areas of their employment. The respondents
were less likely to be satisfied with their opportunities for personal growth (0.51), opportunities to make
suggestions (0.42), and opportunities for advancement (0.29). To illustrate the differences in the mean
scores, 89 percent of employee respondents indicated that they were satisfied with their employee
benefits (69% Very satisfied and 20% Somewhat satisfied). By comparison, 55 percent of employee
respondents indicated that they were satisfied with their opportunities for advancement (24% Very
satisfied and 31% Somewhat satisfied).
Figure 2: Satisfaction with Specific Aspects of Employment
Benefits (n = 184)
1.51
Relationship with co-workers (n = 189)
1.30
Current Position (n = 191)
1.24
Salary (n = 189)
1.00
Relationship with supervisor (n = 189)
1.00
Opportunities for personal growth (n = 188)
0.51
Opportunities to make suggestions (n = 187)
0.42
Opportunities for advancement (n = 171)
0.29
-2.00
-1.00
Very
unsatisfied
Somewhat
unsatisfied
0.00
1.00
2.00
Somewhat
satisfied
Very
satisfied
18
Figure 3 compares the levels of satisfaction with specific aspects of employment across faculty members
and classified staff. For the most part, the responses with similar for both bargaining groups except in
three areas where faculty members registered significantly higher levels of satisfaction: Opportunities
for advancement (mean difference = +1.10; % difference in satisfaction = 33%); Opportunities for
personal growth (mean difference = +0.77; % difference in satisfaction = 25%); and Salary (mean
difference = +0.47; % difference in satisfaction = 16%).
Figure 3: Satisfaction with Specific Aspects of Employment by Bargaining Unit
1.59
Benefits
1.43
1.32
Relationship with co-workers
1.26
1.01
Current Position
1.39
0.72
Salary
1.20
Faculty
1.11
0.06
Opportunities for personal growth
0.84
0.18
Opportunities to make suggestions
0.56
-0.32
Opportunities for advancement
0.78
-2.00
-1.00
Very
unsatisfied
Somewhat
unsatisfied
Classified
0.84
Relationship with supervisor
0.00
1.00
2.00
Somewhat
satisfied
Very
satisfied
19
Campus Environment
Next, employees were asked to rate the campus environment for employees at IVC. About 57 percent
reported a positive rating of the campus environment (15.4% Excellent; 42.8% Good). About a
quarter of respondents (26.0%) believed that the campus environment was Fair, while 15 percent
gave a negative rating of the campus environment (12.5% Poor; 2.4% Very poor).
Figure 4: Rating of Campus Environment for Employees (n = 208)
Poor
12.5%
Very poor
2.4%
DK/NA
1.0%
Excellent
15.4%
Fair
26.0%
Good
42.8%
Looking at ratings of the campus environment by subgroups, classified staff members were more likely
to rate the environment as Fair rather than Excellent or Good than other bargaining units. Table 8
shows that employees who have worked at IVC for 11 to 20 years were the most likely to report that the
campus environment was either Poor or Very poor.
Table 7: Rating of Campus Environment for Employees by Bargaining Unit
Faculty
(n = 104)
Classified
(n = 88)
Administration
(n = 14)
Total
(n = 206)
Excellent/Good
66.3%
47.7%
71.4%
58.7%
Fair
19.2%
35.2%
21.4%
26.2%
Poor/Very poor
14.4%
17.0%
7.1%
15.0%
20

Table 8: Rating of Campus Environment for Employees by Length of Employment
< 3 years
(n = 30)
3 to 5 years
(n = 39)
Excellent/Good
80.0%
53.8%
60.5%
Fair
13.3%
35.9%
6.7%
10.3%
Poor/Very poor
(n = 43)
(n = 60)
21+ years
(n = 34)
Total
(n = 206)
46.7%
64.7%
58.7%
25.6%
28.3%
23.5%
26.2%
14.0%
25.0%
11.8%
15.0%
After rating the campus environment, respondents were asked whether the campus environment for
employees was getting better, getting worse, or staying about the same. A plurality of respondents
(38.0%) felt that the campus environment was improving. About a third of respondents (33.2%) believed
that the campus environment was not changing and another 24 percent felt that the campus
environment was getting worse. About five percent did not answer this question.
Figure 5: Improvement of Campus Environment for Employees (n = 208)
DK/NA
5.3%
Getting worse
23.6%
Getting better
38.0%
Staying about
the same
33.2%
21
Table 9 shows that there was a clear difference among bargaining groups on whether or not the campus
environment has improved. Classified staff was much less positive than the other groups on campus:
only 21 percent of classified staff indicated that the campus environment was Getting better, more
than 30 percent less than members of the faculty or administration. Indeed, 39 percent of the classified
staff indicated that the campus environment for employees was Getting worse.
Table 9: Improvement of Campus Environment for Employees by Bargaining Unit
Faculty
(n = 101)
Classified
(n = 82)
Administration
(n = 14)
Total
(n = 197)
Getting better
53.5%
20.7%
57.1%
40.1%
Staying about the same
30.7%
40.2%
35.7%
35.0%
Getting worse
15.8%
39.0%
7.1%
24.9%
Survey respondents from instruction appear to be more positive about the direction of the campus
environment than respondents from the other areas (see Table 10). Table 11 shows that employees in
the survey that have worked at IVC for 11 to 20 years were the most pessimistic with 35 percent
indicating that the campus environment was Getting worse. Lastly, Table 12 reveals that employees
with strong sense of community were much more likely to notice an improvement in the campus
environment than employees with a weak sense of community.
Table 10: Improvement of Campus Environment for Employees by Area
Instruction
(n = 115)
Student Services
(n = 45)
Other
(n = 37)
Total
(n = 197)
Getting better
53.0%
15.6%
29.7%
40.1%
28.7%
48.9%
37.8%
35.0%
Getting worse
18.3%
35.6%
32.4%
24.9%
22

Table 11: Improvement of Campus Environment for Employees by Length of Employment
< 3 years
(n = 23)
3 to 5 years
(n = 38)
Getting better
69.6%
34.2%
37.2%
30.4%
39.5%
0.0%
26.3%
Getting worse
(n = 43)
(n = 60)
21+ years
(n = 33)
Total
(n = 197)
35.0%
39.4%
40.1%
34.9%
30.0%
42.4%
35.0%
27.9%
35.0%
18.2%
24.9%
Table 12: Improvement of Campus Environment for Employees by Sense of Community
Strong Sense
of Community
(n = 105)
Weak Sense
of Community
(n = 66)
Total
(n = 171)
Getting better
50.5%
24.2%
40.4%
30.5%
42.4%
35.1%
Getting worse
19.0%
33.3%
24.6%
Subsequent to answering questions regarding the campus environment for employees, survey
respondents were asked to assess the campus environment for students. Here, employees were more
positive with 76 percent indicating that the campus environment for students was either Excellent
(28.8%) or Good (47.6%). Fifteen percent gave the campus environment for students a Fair rating
(14.9%). Only two percent felt that the campus environment for students was Poor and none of the
survey respondents thought that the campus environment for students was Very poor.
Figure 6: Rating of Campus Environment for Students (n = 208)
Poor
1.9%
DK/NA
6.7%
Fair
14.9%
Excellent
28.8%
Good
47.6%
23
When asked about the improvement of the campus environment for students, 45 percent of employee
respondents indicated that the campus environment was Getting better and only six percent indicated
that it was Getting worse. Forty percent felt that the campus environment for students was Staying
about the same.
Figure 7: Improvement of Campus Environment for Students (n = 208)
Getting worse
6.3%
DK/NA
8.7%
Getting better
44.7%
Staying about
the same
40.4%
Next, respondents were asked about the improvement of programs and services offered by IVC.
Approximately 45 percent of employee respondents felt that programs and services were Getting
better, 39 percent believed that programs and services were Staying about the same, and six percent
felt that IVC programs and services were Getting worse. Ten percent of respondents did not know if
programs and services have improved.
Figure 8: Improvement of Programs and Services (n = 208)
DK/NA
10.1%
Getting worse
6.3%
Getting better
45.2%
Staying about
the same
38.5%
24
Later in the survey, respondents were asked several questions that indirectly measure employees
perception of their job climate. Among these items, 70 percent of respondents agreed that they
regularly receive the information that they need, 66 percent believed that they are treated with respect
and dignity, and 64 percent felt that they have the opportunity to participate in the college decisionmaking process. Majorities of employee respondents agreed that professional development activities
are encouraged by the college (61%), that IVC has a strong sense of community (60%), and that their
work is appreciated (59%).
Figure 9: Job Climate (n = 181)
I regularly receive the information I need
31%
I am treated with respect and dignity
34%
I have the opportunity to participate in

shared governance
27%
IVC has a strong sense of community
33%
0%
Somewhat agree
15%
20%
40%
Somewhat disagree
14%
25%
27%
14%
14%
22%
36%
32%
13% 1%
21%
34%
24%
I feel my work is appreciated
17%
32%
31%
Professional development activities are

encouraged and supported
Strongly agree
39%
7%
3%
13% 2%
19%
22%
60%
80%
Strongly disagree
100%
DK/NA
Table 13 illustrates that full-time faculty tended to have more positive ratings of their job climate than
adjunct faculty or classified staff. In particular, adjunct faculty members and classified staff were less
likely to agree that they regularly receive the information that they need, have the opportunity to
participate in shared governance, are treated with respect, and are encouraged to pursue professional
development activities. In addition, classified staff members were less likely to feel that their work is
appreciated. The table also shows that newer employees (< 11 years) were more likely to feel that they
are treated with respect, appreciated, and connected to the college community than longer tenured
employees (11+ years); however, newer employees were less likely to feel that professional
development activities are encouraged and supported.
25

Table 13: Job Climate by Bargaining Unit and Length of Employment
Full-Time
Faculty
(n = 78)
Adjunct
Faculty
(n = 19)
78%
63%
60%
71%
69%
70%

shared governance
77%
29%
65%
68%
69%
69%
71%
53%
60%
71%
59%
65%

77%
60%
47%
58%
69%
63%
60%
59%
60%
70%
51%
61%
60%
63%
53%
66%
51%
59%
Classified < 11 years 11+ years

(n = 74)
(n = 84)
(n = 97)
Total
(n = 181)
NOTE: Results presented in the table represent the percentages of each group that either Strongly or Somewhat agreed with the statement.
Dont know responses are not included in the analyses.
Differences between college areas emerge only in a few aspects of job climate. Employees working in
instruction were more likely to agree that professional development activities are encouraged and
supported than employees in student services or the presidents area (i.e., Other). Employees in
student services were the least likely to feel that their work is appreciated; however, they were the most
likely to feel that IVC has a strong sense of community.
Table 14: Job Climate by Area
Instruction
(n = 108)
Student Services
(n = 40)
Other
(n = 33)
Total
(n = 181)
73%
69%
61%
70%

shared governance
70%
66%
69%
69%
67%
67%
59%
65%

72%
51%
47%
63%
58%
67%
66%
61%
63%
50%
58%
59%
NOTE: Results presented in the table represent the percentages of each group that either Strongly or Somewhat agreed with the statement.
Dont know responses are not included in the analyses.
26
Figure 10 presents a model of overall satisfaction at IVC. All items related to satisfaction and job climate
were entered into a factor analysis and two distinct, but related factors emerged. 3 The first factor,
labeled Job Environment, included items that seem to be related to general working conditions,
interpersonal relationships, and feelings about the overall job climate. The second factor appeared to be
more closely related to satisfaction with individual aspects of employment like opportunities for
personal growth, salary, and benefits. Because these items measure various aspects of job satisfaction,
the factors were moderately related to each other ( = 0.67). After combining the items into separate
scales, the newly created scales were regressed on overall satisfaction with IVC. As shown by the model,
the Job Environment factor ( = .71) was much more closely related to overall satisfaction than
satisfaction with personal aspects of employment like career opportunities and pay ( = .08). In other
words, overall satisfaction is driven by feelings of inclusiveness, appreciation, and respect.
Figure 10: Model of Employee Satisfaction
Rating of campus
environment
Treated with respect &

dignity
Strong sense of
community
Feel work is appreciated
.90
.90
Opportunities for
personal growth
.81
.78
Opportunities to make
suggestions
Professional
development
encouraged
Relationship with
Supervisor
.73
.67*
Salary
.68
.61
.68
Personal
Job Environment
Opportunities for
advancement
.56
.56
.71*
.08
.56
Participate in shared
governance
.66
Current position
.46
Benefits
.56
Overall Satisfaction
Receive the necessary
information
.54
.50
Improvement of campus
environment
Relationship with coworkers
Using maximum likelihood extraction with an oblique rotation of the data, the factor analysis extracted two factors accounting for 51.6% of
the variance in the data. Pairwise deletion of missing data was employed.
27
INSTRUCTION
INSTRUCTION
In this section, full-time faculty members were asked a variety of questions about instructional
procedures and other curriculum matters. Large majorities agreed that the faculty determines student
competency (91%), instructors are fair and objective (89%), and students are able to enroll in lower level
courses (86%). Seventy-five percent of full-time faculty respondents felt that advanced courses are
offered frequently and another 71 percent agreed that faculty members are encouraged to develop new
courses and programs. About two-thirds of the full-time faculty respondents (66%) believed that they
are supported when developing new courses and programs. Only a slight majority of respondents (52%)
agreed that IVC has a good procedure for developing new courses and programs.
Figure 11: Faculty Perception of Instructional Procedures (n = 80)
Faculty determines student competency
65%
Instructors are fair and objective
50%
Students can take lower level courses that they need
35%
Necessary support resources for new courses
21%
Good procedure to develop courses
0%
Somewhat agree
34%
20%
Somewhat disagree
6%3%5%
45%
14%
8% 4%
36%
20%
6%3%
16%
45%
18%
5% 6%
40%
30%
Faculty are encouraged to develop new courses
5%3%
39%
46%
Advanced courses are offered frequently enough
Strongly agree
26%
26%
40%
60%
15% 3%
21%
80%
Strongly disagree
1%
100%
DK
NOTE: Only full-time faculty members were asked this series of questions.
28
INSTRUCTION
As shown by Table 15 and Table 16, newer full-time faculty survey respondents (< 11 years) were more
likely than long-term faculty members (11+ years) to agree that IVC has a good procedure for developing
new courses (72% vs. 43%) and that faculty are encouraged to develop new courses (85% vs. 67%).
Table 15: Good Procedure to Develop Courses by Length of Employment
< 11 Years
(n = 25)
11+ Years
(n = 54)
Total
(n = 79)
Strongly agree
24.0%
14.8%
17.7%
Somewhat agree
48.0%
27.8%
34.2%
Somewhat disagree
16.0%
31.5%
26.6%
Strongly disagree
12.0%
25.9%
21.5%
Table 16: Faculty Are Encouraged to Develop New Courses by Length of Employment
< 11 Years
(n = 26)
11+ Years
(n = 52)
Total
(n = 78)
Strongly agree
30.8%
38.5%
35.9%
Somewhat agree
53.8%
28.8%
37.2%
Somewhat disagree
15.4%
23.1%
20.5%
0.0%
9.6%
6.4%
Strongly disagree
29
CAMPUS FACILITIES
CAMPUS FACILITIES
This section of the report summarizes employees opinions about various campus facilities, including
classrooms, labs, instructional equipment, campus buildings and lighting, campus grounds, and parking.
Included in the section are perceptions of campus safety.
Classrooms, Labs, and Instructional Equipment

Asked of all faculty members, this series of questions focused on instruction facilities and equipment.
Over 80 percent of faculty members that answered the survey agreed that IVC provides current
instructional equipment for lectures (84%) and classroom lighting is good (82%). Significantly fewer (but
still over a majority of) respondents indicated that classrooms are clean and well-maintained (55%).
While only 52 percent of faculty who responded to the survey indicated that campus lab equipment is
up-to-date, a sizable percentage (31%) indicated that they did not have an opinion about this question,
ostensibly because these faculty members do not teach courses with labs. Once Dont know opinions
are filtered out, 75 percent of respondents believed that the lab equipment is up-to-date.
Figure 12: Faculty Perception of Instructional Infrastructure (n = 98)
Instructional equipment for lectures is up-to-date
45%
Classroom lighting is good
40%
Classrooms are clean and well-maintained
13%
Instructional equipment for labs is up-to-date
Somewhat agree
9% 5%2%
42%
42%
17%
0%
Strongly agree
39%
35%
20%
Somewhat disagree
40%
11% 4%3%
27%
14% 3%
60%
17% 1%
31%
80%
Strongly disagree
100%
DK
NOTE: All IVC faculty members (full-time and adjunct) were asked this series of questions.
30
CAMPUS FACILITIES
Campus Facilities
Questions about general campus facilities were offered to all employees. Most campus employees in the
survey (84%) agreed that campus grounds are attractive and well-maintained and about two-thirds of
respondents agreed that campus buildings provide a healthy working environment. Six in ten (61%)
believed that the lighting at night is good, although 15 percent did not express their opinion about
campus lighting (again, presuming that these employees work solely during the day-time hours). When
Dont know opinions are filtered out, 71 percent of employee respondents felt that campus lighting at
night is good. Slight majorities agreed that the restrooms are clean and well-maintained (56%) and that
campus buildings are comfortable (53%).
Figure 13: Perception of Campus Facilities (n = 196)
Campus grounds are well-maintained
45%
Campus buildings provide a healthy working

environment
23%
Campus lighting at night is good
21%
Restrooms are clean and well-maintained
Strongly agree
Somewhat agree
20%
40%
16%
40%
19%
0%
11% 5%
44%
16%
Heating and cooling in campus buildings are

comfortable
39%
40%
Somewhat disagree
8%
24%
34%
20%
12% 1%
29%
60%
15%
18%
2%
17%
2%
80%
Strongly disagree
100%
DK/NA
31
CAMPUS FACILITIES
Campus Parking
Most survey respondents indicated that they were satisfied with campus parking facilities and
maintenance. Over 85 percent of employees in the survey were satisfied with the maintenance of the
parking lots (87%), the safety of the parking lots (85%), and the availability of parking on campus (85%).
Because 14 percent of respondents answered Dont know regarding the lighting of the parking lots at
night, only 74 percent indicated that they were satisfied with parking lot lighting (without the Dont
know responses, total satisfaction = 86%).
Figure 14: Perception of Campus Parking (n = 197)
Maintenance of the parking lots
49%
Safety of the parking lots
52%
Availability of parking on campus
Somewhat satisfied
45%
20%
8% 3%4%
36%
29%
0%
9% 3%2%
34%
49%
Lighting of the parking lots at night
Very satisfied
38%
40%
10% 4%
8% 4%
60%
14%
80%
Very dissatisfied
100%
DK/NA
32
CAMPUS FACILITIES
Campus Safety
When asked how safe and secure employees felt on campus, about 66 percent of respondents indicated
that they were Very safe and secure and another 26 percent reported that they were Somewhat safe
and secure. Only five percent indicated that they were either Not very safe and secure (4%) or Not
at all safe and secure (1%). Three percent did not know or refused to give their opinion about campus
safety.
Figure 15: Perception of Campus Safety (n = 205)
Not at all safe
and secure
Not very safe
1.0%
and secure
4.3%
DK/NA
3.4%
Somewhat safe
and secure
25.5%
Very safe and

secure
65.9%
33
TECHNOLOGY INFRASTRUCTURE
TECHNOLOGY INFRASTRUCTURE
In this section of the survey, employees were asked a series of questions about technology equipment
and training provided by the college information technology (IT) staff. Results presented in Figure 16
provide strong evidence that the campus community feels supported by the college IT staff. Strong
majorities (over 80%) indicated that the technology employed at IVC is current and reliable. For
example, 88 percent of employees either Strongly or Somewhat agreed that Internet access at IVC
is fast and reliable, whereas 86 percent and 83 percent agreed that Technology equipment is reliable
and Computer hardware and software are up-to-date, respectively. Over 86 percent agreed that
Technology staff is knowledgeable. Three out of four employees either Strongly or Somewhat
agreed that IVC maintains, upgrades, or replaces its technology infrastructure and equipment to meet
instructional needs (76%), IVC maintains, upgrades, or replaces its technology infrastructure and
equipment to meet staff needs (76%), IVC provides high quality technology training (74%), and
Technology training addresses the differing needs of faculty and staff (73%).
Figure 16: Technology Infrastructure (n = 195)
Internet access is fast and reliable
68%
Technology staff is knowledgeable
63%
Technology equipment is reliable
48%
Computer hardware and software are

up-to-date
48%
IVC maintains its technology to meet

instructional needs
29%
IVC provides high quality technology

training
Somewhat agree
20%
5% 3% 10%
34%
9% 5% 6%
37%
45%
0%
5%3%4%
36%
42%
Technology training addresses needs

of faculty/staff
5% 3%
41%
47%
11% 3% 8%
32%
40%
Somewhat disagree
60%
4%2%2%
5% 2%
44%
45%
IVC maintains its technology to meet

staff needs
Strongly agree
26%
11% 5% 7%
80%
Strongly disagree
100%
DK/NA
34
LEADERSHIP
LEADERSHIP
The following questions were designed to get employees opinions on the amount of communication
provided by the college president and the district chancellor as well as the effectiveness of the college
and district administration. In general, perceptions of administrative leadership were more positive for
college administrators than for district administrators. For example, 61 percent of employees agreed
that The president communicates regularly with all constituencies (28.2% Strongly agree; 33.1%
Somewhat agree) and 56 percent agreed that the IVC administration provides effective leadership
(23.8% Strongly agree; 32.6% Somewhat agree). Less than a majority of surveyed employees (47%)
agreed that The chancellor communicates regularly with all constituencies (13.3% Strongly agree;
33.7% Somewhat agree) and a similar percentage (46%) agreed that the district provides effective
leadership (14.4% Strongly agree; 31.5% Somewhat agree).
Figure 17: Perception of Executive Leadership (n = 181)
The president communicates regularly

with all constituencies
28%
IVC administration provides effective

leadership
33%
24%
33%
The chancellor communicates regularly

with all constituencies
13%
34%
The District provides effective leadership
14%
31%
0%
Strongly agree
Somewhat agree
20%
20%
23%
20%
27%
Somewhat disagree
7%
18%
22%
40%
12%
11%
22%
60%
80%
Strongly disagree
2%
5%
100%
DK/NA
35
LEADERSHIP
Table 17 shows that employees that have worked at IVC from 11 to 20 years were the least likely to
agree that the president communicates regularly with all constituencies. Table 18 shows that there is a
strong relationship between sense of community and perceptions of the presidents frequency of
communication. About 82 percent of employees who believe that IVC has a strong sense of community
agreed that the president communicates regularly with all constituencies; conversely, only 37 percent of
employees who disagree that IVC has a strong sense of community expressed the same opinion.
Similarly, Table 19 shows that there is strong relationship between perceptions of the presidents
communication with campus constituent groups and the level of improvement in the campus
environment for employees. Eighty-six percent of employees who feel that the campus environment for
employees was Getting better agreed that the president regularly communicated with all
constituencies, whereas only 34 percent of employees who believe that the campus environment was
Getting worse felt the same way about the college president.
Table 17: Perception of President's Communication by Length of Employment
< 3 years
(n = 23)
3 to 5 years
(n = 27)
6 to 10 years
(n = 40)
11 to 20 years
(n = 49)
21+ years
(n = 33)
Total
(n = 172)
Strongly agree
59.1%
28.6%
34.2%
22.4%
19.4%
30.4%
Somewhat agree
40.9%
39.3%
28.9%
28.6%
48.4%
35.7%
Somewhat disagree
0.0%
25.0%
23.7%
32.7%
12.9%
21.4%
Strongly disagree
0.0%
7.1%
13.2%
16.3%
19.4%
12.5%
Table 18: Perception of President's Communication by Sense of Community
Strong Sense
of Community
(n = 109)
Weak Sense
of Community
(n = 63)
Total
(n = 172)
Strongly agree
40.4%
11.9%
30.4%
Somewhat agree
41.3%
25.4%
35.7%
Somewhat disagree
15.6%
32.2%
21.4%
Strongly disagree
2.8%
30.5%
12.5%
36
LEADERSHIP
Table 19: Perception of President's Communication by Improvement of Campus Environment for Employees
Getting better
(n = 70)
Staying the Same

(n = 52)
Getting worse
(n = 41)
Total
(n = 163)
Strongly agree
45.7%
25.0%
9.8%
30.1%
Somewhat agree
40.0%
36.5%
24.4%
35.0%
Somewhat disagree
5.7%
34.6%
34.1%
22.1%
Strongly disagree
8.6%
3.8%
31.7%
12.9%
Looking at perceptions of college leadership more closely, less than half of the members of the classified
staff (47%) agreed that the administration at IVC provides effective leadership in support of the colleges
mission, whereas 62 percent of faculty members held the same opinion. Table 21 clearly shows that
feeling a stronger sense of community at the college leads to more positive opinions about IVC
administrators. Furthermore, respondents who reported an improvement in the campus environment
for employees were more likely to agree with the effectiveness of IVC administrators than respondents
who reported an unchanging or worsening campus environment (see Table 22).
Table 20: Perception of IVC Administrative Leadership by Bargaining Unit
Faculty
(n = 95)
Classified
(n = 72)
Total
(n = 177)
Strongly agree
26.3%
16.7%
24.3%
Somewhat agree
35.8%
30.6%
33.3%
Somewhat disagree
21.1%
30.6%
23.7%
Strongly disagree
16.8%
22.2%
18.6%
37
LEADERSHIP
Table 21: Perception of IVC Administrative Leadership by Sense of Community
Strong Sense
of Community
(n = 113)
Weak Sense
of Community
(n = 64)
Total
(n = 177)
Strongly agree
35.4%
4.7%
24.3%
Somewhat agree
40.7%
20.3%
33.3%
Somewhat disagree
21.2%
28.1%
23.7%
Strongly disagree
2.7%
46.9%
18.6%
Table 22: Perception of IVC Administrative Leadership by Improvement of Campus Environment for Employees
Getting better
(n = 70)
Staying the Same

(n = 60)
Getting worse
(n = 42)
Total
(n = 172)
Strongly agree
47.1%
11.7%
2.4%
23.8%
Somewhat agree
35.7%
41.7%
19.0%
33.7%
Somewhat disagree
11.4%
25.0%
40.5%
23.3%
Strongly disagree
5.7%
21.7%
38.1%
19.2%
38
HUMAN RESOURCES
HUMAN RESOURCES
This section examines employee opinions regarding human resource policies as well as college support
for diversity at IVC. In the figure below, nearly three-fourths of respondents (72.2%) either strongly
(34.5%) or somewhat (37.6%) agreed with the statement that Personnel policies and procedures are
easy to obtain and review. Sixteen percent of respondents Somewhat disagreed with this statement
and another seven percent Strongly disagreed that personnel policies are easily available for review.
Seven out of ten respondents (69.1%) agreed that Campus publications clearly and adequately reflect
actual practices at the College (Strongly agree 29.4%; Somewhat agree 39.7%), whereas 22 percent
of employee respondents disagreed with this statement (Strongly disagree 16.5%; Somewhat
disagree 5.7%). Approximately nine percent of respondents indicated that they did not know whether
or not campus publications accurately reflect college practices. Figure 18 also shows that 59 percent of
survey respondents either strongly (37.6%) or somewhat (21.6%) agreed that Personnel records are
kept confidential, whereas 16 percent disagreed with this statement (Strongly disagree 9.8%;
Somewhat disagree 5.7%). A sizable percentage of employees (25.3%) selected Dont know when
asked this question. Similar percentages of employees believed that job performance evaluations are
conducted systematically at regular intervals (Strongly agree 26.3%; Somewhat agree 32.5%) and
encourage improvement (Strongly agree 25.8%; Somewhat agree 31.4%). About a third of
respondents (36.1% and 34.5% respectively) disagreed that evaluations are conducted regularly and
prompt improvement.
Figure 18: Human Resources (n = 194)
Personnel policies are easy to

obtain and review
Campus publications clearly
reflect actual practices
Personnel records are kept
confidential
Job performance evaluations are
conducted systematically
26%
Job performance evaluations

encourage improvement
26%
0%
Strongly agree
22%
38%
Somewhat agree
40%
Somewhat disagree
15%
19%
60%
5%
14%
22%
31%
9%
25%
6%
10%
32%
20%
6%
16%
40%
29%
7% 5%
16%
38%
35%
8%
80%
Strongly disagree
100%
DK/NA
39
HUMAN RESOURCES
Diversity
All employees who participated in the survey were asked questions related to diversity. In general, IVC
employees who responded to the survey were quite positive when assessing the colleges efforts in
promoting a diverse student and employee community. Figure 19 shows that a large majority of
employees believed that IVC promotes student diversity (Strongly agree 48.5%; Somewhat agree
38.7%). Only five percent of the survey respondents did not agree that IVC encourages student diversity.
Eight percent answered Dont know when responding to this question. Employees were slightly less
positive (79% versus 87% agreement) when asked if Employees promote the development of a diverse
educational and cultural campus environment, but still quite supportive. Approximately 16 percent
disagreed that employees promote a diverse campus environment and another five percent answered
Dont know. Lastly, 72% percent of respondents either Strongly (39.2%) or Somewhat (33.0%)
agreed that IVC promotes employee diversity, while 21 percent either Strongly (7.2%) or
Somewhat disagreed (13.4%) that the college promotes diversity in its workforce. Seven percent
either did not know their opinion or refused to answer this question.
Figure 19: Campus Diversity (n = 194)
IVC promotes student diversity
48%
Employees promote the

development of a diverse
campus environment
41%
IVC promotes employee diversity
39%
0%
Strongly agree
Somewhat agree
20%
39%
5%
39%
33%
40%
Somewhat disagree
60%
12%
13%
7%
8%
4% 5%
7%
80%
Strongly disagree
100%
DK/NA
40
LEVELS OF COMMUNICATION
Most employees who responded to the survey indicated that they were at least somewhat informed
about campus events as well as what is occurring within their school or department. For example, 28
percent of respondents reported that they were Very informed and another 55 percent said that they
were Somewhat informed about what is happening at IVC. Conversely, only 17 percent reported
that they were Somewhat (12.5%) or Very uninformed (4.2%) about IVC news and events. This level
of awareness was not appreciably different among various sub-groups of respondents, including
bargaining unit, area of work, or length of employment.
Figure 20: Level of Awareness about Campus Events (n = 192)
Somewhat
uninformed
12.5%
Very
DK/NA
uninformed
0.5%
4.2%
Very informed
28.1%
Somewhat
informed
54.7%
Figure 21 illustrates that campus employees were even more informed about their own school or unit.
More than half of employees (52.1%) reported that they were Very informed about what is happening
in their division or unit. About a third of respondents (31.8%) indicated that they were Somewhat
informed about their own unit. Seven and nine percent of employees in the survey indicated that they
were Somewhat and Very uninformed respectively.
41
Figure 21: Level of Awareness about Division/Unit Events (n = 192)
Very
uninformed
Somewhat 8.9%
uninformed
7.3%
DK/NA
0.0%
Very informed
52.1%
Somewhat
informed
31.8%
Employees were also asked whether or not they agreed that Staff and faculty members are kept
informed about support services available for students. As shown in Figure 22, more than two-thirds of
employee respondents either Strongly (24.9%) or Somewhat agreed with this statement. About 19
percent of respondents Somewhat disagree and nine percent Strongly disagree that they are kept
informed about student services. Three percent selected Dont know for their response.
Figure 22: Staff/Faculty Informed about Student Services (n = 181)
Strongly
disagree
9.4%
DK/NA
3.3%
Strongly agree
24.9%
Somewhat
disagree
18.8%
Somewhat
agree
43.6%
42
Next, employees were asked to rate the importance of various methods of communication as a source
of information about campus issues. Overwhelmingly, respondents rated E-Mail as the most
important method of communication about campus issues (95% Very or Extremely important)
followed by, the IVC Website (79% Very or Extremely important), MySite (73% Very or
Extremely important), Meetings in your division/unit (65% Very or Extremely important), Direct
written correspondence (56% Very or Extremely important), College committee meetings (55%
Very or Extremely important), and IVC intranet sites (54% Very or Extremely important).
Employee respondents were least likely to find Newsletters and flyers as an important method of
communication about campus issues (35% Very or Extremely important).
Figure 23: Preferred Method of Communication (n = 192)
E-Mail
79%
IVC Website
53%
MySite
47%
Meetings in your Division/Unit
26%
38%
Direct Written Correspondence
25%
IVC Intranet Sites
24%
Newsletters and Flyers
12%
0%
Very important
29%
30%
30%
20%
Somewhat important
5%
8%
60%
8%
15%
34%
11%
35%
11%
42%
40%
16%
28%
27%
23%
4%1%
19%
27%
29%
College Committee Meetings
Extremely important
27%
17%
22%
80%
Not at all important
100%
DK/NA
43
COLLEGE DECISION-MAKING PROCESSES

In 2005, the college initiated many new decision-making processes in support of implementing its new
strategic plan. Furthermore, many existing processes have been revised. In order to assess employees
awareness of these changes, the survey asked all employees to rate how familiar they were with the
new or revised college decision-making processes. Responses to these questions were coded such that,
Very familiar = +3, Somewhat familiar = +2, A little familiar =+-1, and Not at all familiar = 0. The
responses were then aggregated to form a mean familiarity score for each of the college process tested
in the survey. As shown in Figure 24, employee respondents were most familiar with the College
mission statement and college goals (2.00), followed by Strategic planning (1.67), The Planning and
Decision-Making Manual (1.55), College budget development process (1.42), and Classified hiring
priority list development process (1.33). Seven out of ten respondents (71.9%) were either Very
(36.3%) or Somewhat familiar (35.7%) with the college mission statement and goals, whereas
significantly less employees were familiar with the development of the classified hiring priority list
(Very familiar 16.4%; Somewhat familiar 28.7%).
Figure 24: Familiarity with College Decision-Making Processes (n = 171)
College Mission Statement and Goals

Strategic Planning
The Planning and Decision-Making Manual for
College Budget Development Process
Classified Hiring Priority List Development
Process
2.00
1.67
1.55
1.42
1.33
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
44
Several characteristics of the respondents conditioned familiarity with the new or revised college
decision-making processes. With the exception of the classified hiring priority list development process,
Figure 25 shows that faculty members were more likely to be familiar with college decision-making
processes than classified staff members. For example, a significantly higher percentage of faculty
members were at least Somewhat familiar with the college mission statement and goals (83.3% vs.
57.5%), strategic planning (64.1% vs. 50.1%), the planning and decision-making manual (62.8% vs.
42.6%), and the college budget development process (52.6% vs. 41.3%).
Figure 25: Familiarity with College Decision-Making Processes by Bargaining Unit
1.65
2.26
1.41
Strategic Planning
1.82
1.25
The Planning and Decision-Making Manual

for Irvine Valley College
1.74
Classified (n = 80)
Faculty (n = 78)
1.25
1.53
1.38

Process
1.14
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
45
Employees who have been working at IVC for eleven years or more were more likely to be aware of the
college decision-making processes that employees who have worked for IVC for ten years or less. The
difference between the two groups was most pronounced when comparing familiarity with the college
budget development process, the planning and decision-making manual, and strategic planning.
Figure 26: Familiarity with College Decision-Making Processes by Length of Employment
1.90
2.12
1.52
Strategic Planning
1.85
1.41

1.72
< 11 years (n = 37)

11+ years (n = 54)
1.26
1.62
1.30

Process
1.37
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
46
As illustrated in Figure 27, familiarity with college decision-making processes is strongly related to the
level of awareness that employees have about what is happening at IVC.
Figure 27: Familiarity with College Decision-Making Processes by Level of Awareness about Campus Events
2.38
1.98
1.33
2.06
Strategic Planning
1.68
0.83
2.25

1.37
Very Informed (n = 52)
0.71
Somewhat informed (n = 94)

Uninformed (n = 24)
1.71
1.40
0.92
1.67

Process
1.34
0.63
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
47
Lastly, respondents with a strong sense of community about IVC were more likely to be familiar with the
new or revised college decision-making processes. In other words, employees who feel connected to IVC
were more likely to be aware of important college processes.
Figure 28: Familiarity with College Decision-Making Processes by Sense of Community
2.14
1.72
1.74
Strategic Planning
1.48
1.62
The Planning and Decision-Making

Manual for Irvine Valley College
Strong (n = 98)
1.30
Weak (n = 61)
1.54
1.21
1.41

Process
1.13
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
48
In addition to college-wide decision-making processes, several instructional procedures and policies

were created or revised. Therefore, a series of questions were given to full-time faculty members as well
as college administrators to rate their familiarity with these new or revised instructional processes.
Respondents in the survey were most familiar with Program review (2.34) and the Full-time faculty
hiring priority list development process (2.13), followed by the Institutional Effectiveness Annual
Report (1.81), New program approval policy and procedures (academic programs and career
technology education) (1.75), Program discontinuance (1.60), and Program realignment (1.51). To
put these mean scores in perspective, 56 percent of survey respondents reported that they were Very
familiar with program review and another 28 percent indicated that they were Somewhat familiar.
Conversely, 22 percent and 29 percent of survey respondents were Very familiar and Somewhat
familiar respectively with program realignment.
Figure 29: Familiarity with College Decision-Making Processes Instruction (n = 91)
Program Review
2.34
Full-Time Faculty Hiring Priority List

Development Process
2.13
Institutional Effectiveness Report
1.81
New Program Approval Policy and Procedures
1.75
Program Discontinuance
Program Realignment
1.60
1.51
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
49
With the exception of the Institutional Effectiveness Annual Report, employees with longer service at
IVC were more likely to be familiar with instructional policies and procedures than employees with less
than 11 years of service.
Figure 30: Familiarity with College Decision-Making Processes Instruction by Length of Employment
2.08
Program Review
2.52
2.05

Development Process
2.19
1.97
1.70
< 11 years (n = 37)
1.70
New Program Approval Policy and

Procedures
11+ years (n = 54)
1.78
1.30
1.81
1.41
Program Realignment
1.57
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
50
Full-time faculty members and college administrators that have a strong sense of community with IVC
were more familiar with new or revised instructional policies and procedures on average that those with
a weaker sense of community.
Figure 31: Familiarity with College Decision-Making Processes Instruction by Sense of Community
2.41
Program Review
2.18
2.15

Development Process
2.09
2.00
1.42
Strong (n = 54)
1.83
New Program Approval Policy and

Procedures
Weak (n = 33)
1.55
1.72
1.36
1.69
Program Realignment
1.12
0.00
1.00
2.00
3.00
Not at all
familiar
A little
familiar
Somewhat
familiar
Very
familiar
51
After assessing their familiarity of new or revised college decision-making processes, employees were
given the chance to assess the effectiveness of these processes. To ease comparisons among these
items, responses were coded such that, Very effective = +2, Somewhat effective = +1, Somewhat
ineffective = -1, and Very ineffective = -2. The responses were then aggregated to form a mean
effectiveness score for each decision-making process tested in the survey.
Figure 32 graphically illustrates that employees in the survey rated the effectiveness of the College
mission statement and college goals (0.72), The planning and decision-making manual (0.71), and
Strategic planning (0.71) similarly. The respondents rated the effectiveness of the College budget
development process (0.54) slightly lower and rated the Classified hiring priority list development
process as least effective of the processes tested in the survey. About 64 percent of respondents felt
that the college mission statement and goals were either Very (22.9%) or Somewhat effective
(40.8%), whereas 46 percent indicated that the classified hiring priority list development process was
effective (Very effective 13.0%; Somewhat effective 32.5%).
Figure 32: Effectiveness of College Decision-Making Processes (College-Wide)
College Mission Statement and Goals (n = 132)
0.72

Irvine Valley College (n = 102)
0.71
Strategic Planning (n = 112)
0.71
College Budget Development Process (n = 111)
0.54

Process (n = 99)
0.13
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
52
Differences between faculty and classified staff members appeared when evaluating the effectiveness of
the planning and decision-making manual, strategic planning, and the classified hiring process. The
greatest difference in perception of effectiveness occurred when respondents evaluated the classified
hiring priority list development process (Faculty: 70.3% Very or Somewhat effective; Classified:
42.0% Very or Somewhat effective).
Figure 33: Effectiveness of College Decision-Making Processes by Bargaining Unit
0.64
0.68
0.39
The Planning and Decision-Making Manual for Irvine

Valley College
0.86
0.39
Strategic Planning
0.89
Faculty
0.49
0.53
-0.32
Classified Hiring Priority List Development Process
Classified
0.51
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
53
In general, employees who have worked at IVC for less than eleven years rated the effectiveness of
college decision-making processes higher than employees who have worked at IVC longer. For example,
82 percent of newer employees (< 11 years) believed the college mission statement and goals were
Very or Somewhat effective, whereas 69 percent of longer tenured employees (11+ years) gave the
same rating of effectiveness.
Figure 34: Effectiveness of College Decision-Making Processes by Length of Employment
0.94
0.49
0.81

Valley College
0.60
0.77
Strategic Planning
0.64
11+ years
0.71
0.36
0.16
< 11 years
0.10
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
54
Figure 35 shows that perceptions of effectiveness were strongly shaped by the respondents familiarity
with the college decision-making processes. For example, 92 percent of respondents who were Very
familiar rated the planning and decision-making manual as Very or Somewhat effective, whereas
64 percent of respondents who were Somewhat or A little familiar with the planning and decisionmaking manual felt that the manual was an effective college process. Similarly, 77 percent of
respondents who were Very familiar with the college budget development process believed that this
process was Very or Somewhat effective, whereas 49 percent of respondents who were
Somewhat or A little familiar with the college budget development process felt that it was effective.
Figure 35: Effectiveness of College Decision-Making Processes by Familiarity with College Decision-Making Processes
1.14
0.38
1.42

0.32
1.34
Strategic Planning
Somewhat/
A little familiar
1.37
0.27
0.85

Process
Very familiar
0.45
-0.12
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
55
Lastly, perceptions about the effectiveness of college decision-making processes were correlated with
sense of community. Specifically, employees with a strong sense of community were much more likely
to believe that college decision-making processes are effective than employees with a weaker sense of
community.
Figure 36: Effectiveness of College Decision-Making Processes by Sense of Community
1.08
-0.07
1.10

Valley College
-0.09
1.01
Strategic Planning
0.11
Strong
-0.20
0.50
-2.00
Very
ineffective
Weak
0.89
-0.58
-1.00
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
56
For the following college decision-making processes, only full-time faculty members and college
administrators were asked to give their perception of effectiveness. Among these items, Program
review (0.95) was seen as the most effective on average than the Full-time faculty hiring priority list
development process (0.93), New program approval policy and procedures (academic programs and
career technology education) (0.76), Institutional Effectiveness Annual Report (0.72), Program
realignment (0.47), and Program discontinuance (0.47). To ease comparison of the mean scores, on
average about 82 percent of respondents felt that Program review was at least Somewhat effective,
whereas 71 percent of respondents gave rated Program discontinuance as Very or Somewhat
effective. It is important to note that 28 percent of respondents either were Not at all familiar with
Program discontinuance or answered Dont know when asked this question on the survey.
Figure 37: Effectiveness of College Decision-Making Processes (Instruction)
Program Review (n = 65)
0.95
Full-Time Faculty Hiring Priority List Development

Process (n = 80)
0.93
New Program Approval Policy and Procedures (n = 67)
0.76
Institutional Effectiveness Report (n = 68)
0.72
Program Realignment (n = 49)
0.47
Program Discontinuance (n = 45)
0.47
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
57
Similar to opinions about the college-wide decision-making processes, opinions about instructional
procedures and policies appear to be impacted by feelings of community among employees. That is,
stronger feelings of community were associated with higher ratings of effectiveness across all processes
tested in the survey.
Figure 38: Effectiveness of College Decision-Making Processes (Instruction) by Sense of Community
1.12
Program Review
0.77
1.15

Development Process
0.62
1.05
0.10
1.10
Weak
0.71
Program Realignment
-0.14
0.66
Strong
0.05
-0.08
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
58
Figure 39 shows that respondents that were Very familiar with the specific instructional process also
gave that process much higher ratings of effectiveness than respondents who were Somewhat or A
little familiar with the process.
Figure 39: Effectiveness of College Decision-Making Processes (Instruction) by Familiarity with Decision-Making Processes
1.26
Program Review
0.50
1.37

Development Process
0.52
1.35
0.51
1.31
Somewhat/
A little familiar
0.80
Program Realignment
0.32
0.53
Very familiar
0.36
0.43
-2.00
-1.00
Very
ineffective
Somewhat
ineffective
0.00
1.00
2.00
Somewhat
effective
Very
effective
59
OPEN-ENDED RESPONSES
At the end of the survey, respondents had the opportunity to respond to several open-ended questions.
Allowing employees to answer these types of questions can provide rich, detailed opinions about the
college. The first question asked employees, What is the one thing you are most proud of as an
employee of Irvine Valley College? While the question specifies only one answer, many respondents
provided in-depth answers that required reporting multiple responses. After a content analysis of the
responses, the responses were categorized into eight general areas.
About a third of the respondents in the survey gave comments that echoed themes surrounding IVC
students and their success. For example, one employee stated, Working for an institution that truly
cares about and focuses on its students and another commented, Seeing the students in our program
succeed in their educational goals.
Almost a quarter of the respondents (24.0%) either mentioned that they were proud of their colleagues
or that the college is an excellent place to work. Representative of this category, one respondent said
that they were proud of IVC's excellent faculty and staff[and that]I am proud to be a part of this
growing college community. Another employee simply stated, Being able to have developed and
maintained valuable relationships with co-workers to ensure student success and retention.
Others (21.9%) were proud of being in a profession that allows them to excel. For example, this
respondent said that I absolutely love doing and learning how to technically do new things and
another commented, The majority of the employees are working here because they truly like their jobs,
their attitudes reflect their contentment.
Nineteen percent of the respondents noted the overall reputation of IVC: It is a School that is well
respected in the community and is seen as a provider of quality education. Some respondents
mentioned their specific contributions to the college (11.0%), some concerns about IVC (6.2%), or
improving communication between college administrators and the rest of the college constituent groups
(5.5%). The rest of the comments that did not fit into any of the previous categories were grouped
under the Other category.
60
Figure 40: Pride at IVC (n = 146)
Assisting/Mentoring students
33.6%
Work environment/Colleagues
24.0%
Contentment with career/job
21.9%
Overall reputation of the college
18.5%
Personal accomplishments
11.0%
Negative concerns
6.2%
Good communication/relationship with management
5.5%
Other
6.8%
0%
10%
20%
30%
40%
Note: Multiple responses were permitted and coded; therefore, results presented in the figure will sum greater than 100%.
61
Created by Jonathan Feinberg, Wordle is a Java applet internet application that generates word clouds
from text provided by the user (http://www.wordle.net). The word clouds give greater prominence to
words that appear more frequently in the source text. The figure below presents the word cloud based
on responses to the question about what makes employees proud at IVC. Overwhelmingly, students
or student appeared most frequently in responses to this question.
Figure 41: Word Cloud from Comments about Pride at IVC
62
Next, employees were asked, What is the one thing you think needs to be improved most at Irvine
Valley College? Figure 42 displays the results of the content analysis conducted for this question.
Employees most frequently (26.0%) mentioned the need to improve the collaboration or
communication between members of the classified staff, faculty, and college administration. For
example, one respondent wrote, More emphasis, I think, needs to be placed on communication and
cooperation between different departments and divisions of the college, while another stated,
Honest communication at all levels.
Some employees (20.8%) also expressed concerns about college administrators or classified managers.
Representative of this category, one respondent believed that IVC needed to have Informed,
competent, involved, responsible supervision\leadership in order to improve. Another employee
identified the need to:
Train personnel in management positions of any type. This includes the tasks of their job
descriptions, but also how to manage their human resources. It appears that people are
bumped up into positions based on their experience in education without having skills in
leadership, decision making, assuming responsibility, managing personnel, and so forth
Other employees (14.9%) cited concerns regarding the morale of classified staff members.
Representative comments focused on a feeling that classified staff contributions were not appreciated
by college administrators and managers as well as faculty members. The following comment represents
this sentiment, I believe that the attitude administrators have towards support staff needs
improvement. Support staff needs to feel valued and respected for their valuable contributions.
Resource allocation, both the amount of resources available as well as the budget development process,
garnered some comments from survey respondents. Comprising about 11 percent of those who
answered this question, these employees expressed sentiments similar to this comment: I feel that
resources for faculty - furniture, teaching materials - could be easier to obtain. Similarly, about 10
percent of the employee respondents indicated a need to hire more staff to assist with the growing
workload. For example, one employee stated, Replace vacant positions immediately - the work doesn't
stop, it piles up... and another recommended that there should be a Fair distribution of work load, and
fair and equal staffing in each department instead of in only certain "favored" department[s].
Some respondents (9.7%) also indicated that the curriculum process needed improvement. One faculty
member offered the following appraisal of what needs the most improvement: The curriculum process.
I feel that it needs to be streamlined, more transparent, and needs to offer more assistance to those
writing curriculum for the first time. Another nine percent believed that the campus facilities or
grounds needs to be up-dated and better maintained, while eight percent cited poor relationships with
the district administration and Board of Trustees. About five percent of the respondents felt that
employees of IVC need to place a higher priority on the success of students. The balance of the
remaining comments (11.0%) were placed in the Other category.
63
Figure 42: Improvement at IVC (n = 154)
Collaboration between faculty, staff, and

administration
26.0%
College management/administration
20.8%
Staff appreciation
14.9%
Resource allocation
11.0%
Staffing
10.4%
Curriculum process
9.7%
Facilities/Grounds
9.1%
District administration
8.4%
Focus on students
4.5%
Other
11.0%
0%
5%
10%
15%
20%
25%
30%
Note: Multiple responses were permitted and coded; therefore, results presented in the figure will sum greater than 100%.
64
Examining suggestions for improvement by bargaining unit, classified staff members were more likely
than faculty members to cite needed improvement in collaboration between faculty, staff, and
administration, college management or supervision, as well as appreciation of staff member work.
Survey respondents from the faculty, however, were more likely to mention issues related to the
curriculum process and problems with district leadership. There were no differing opinions about
resource allocation, hiring more personnel, facility or landscape maintenance, or maintaining a focus on
students.
Table 23: Improvement at IVC by Bargaining Unit
Faculty
(n = 87)
Classified
(n = 55)
Total
(n = 154)
Collaboration between faculty, staff,

and administration
22%
31%
26%
College management/administration
17%
29%
21%
Staff appreciation
8%
27%
15%
Resource allocation
10%
9%
11%
Staffing
10%
11%
10%
Curriculum process
13%
4%
10%
Facilities/Grounds
9%
11%
9%
District administration
11%
4%
8%
Focus on students
5%
4%
5%
Other
13%
9%
11%
65
Figure 43 displays the word cloud comprised of the comments to the question about what most needs
improvement at IVC.
Figure 43: Word Cloud from Comments about Improvement at IVC
66
At the end of the survey, employees were given the opportunity to express any additional opinions or
make any suggestions that came to mind. Of those who answered this question, 28 percent appreciated
that the college commissioned the survey and were looking forward to seeing some tangible initiatives
generated by the survey data. Some representative comments were:
Very good questions. Thank you for taking the time to check on these important issues
with us. In my department we are rarely asked our opinion about changes that will
occur to us, so this is nice.
I hope this survey will be taken under serious consideration and not be a waste of my
time. The survey questions were very good. Thank you very much!!
As a staff person I am very interested in hearing about the results of this survey and
assisting with committees/task forces that may result as an outcome of areas where
issues need to be addressed.
Many employee respondents also took the opportunity to express their pleasure in working at IVC. For
example one respondent wrote, Working at Irvine Valley College has been a great pleasure and I hope
that the college can grow and stay strong. Others also mentioned that IVC has changed for the better,
I think there has been tremendous improvement in the climate since my arrival at IVC.
Similar to the responses provided in the previous question, employees also identified major areas of
concern regarding communication among the various bargaining groups, complaints about college
managers, and a lack of appreciation for employees. The following provide a flavor of these responses:
For me there are many good things about working at IVC, as previously mentioned
working in an educational environment is very rewarding. I believe that with some
changes such as a more respectful attitude from administration to support staff shown
by doing less micromanaging, more shared governance and generally more respect
towards individuals IVC could be one of the best places to work.
I'd like to feel that our work is appreciated and that we are supported by our managers
instead of scrutinized and questioned by them.
Overall, however, most employees provided positive comments and sincere suggestions for
improvement.
67
Figure 44: Additional Comments (n = 86)
Appreciate survey/use results
28.2%
Enjoy working at IVC
15.5%

administration needs improvement
14.1%
Do not feel appreciated
14.1%
College managers/administrators need improvement
12.7%
IVC has improved
7.0%
District administrators need improvement
7.0%
Curriculum process needs improvement
4.2%
Employees need better training
2.8%
Other
15.5%
0%
5%
10%
15%
20%
25%
30%
68
The figure below presents an interesting collage of words comprised from comments supplied by
employees at the end of the survey.
Figure 45: Word Cloud from Additional Comments
69
APPENDIX A: DEMOGRAPHICS
Figure 46: Bargaining Unit
Administration
6.7%
Faculty
51.0%
Classified
42.3%
Figure 47: Faculty Classification

Adjunct
17.8%
Full-Time
82.2%
70
Figure 48: Employment Area
Other
18.8%
Instruction
58.2%
Student
Services
23.1%
Figure 49: Length of Employment
< 1 year
8.7%
1-2 years
6.3%
3-5 years
18.8%
6-10 years
20.7%
11-20 years
29.3%
21+ years
16.3%
0%
5%
10%
15%
20%
25%
30%
35%
71
Figure 50: Race and Ethnicity
DTS
13.9%
Other
3.7%
Asian
7.5%
Black
1.6%
Hispanic
10.2%
White
63.1%
Figure 51: Gender
Male
43.9%
Female
56.1%
72
APPENDIX B: SURVEY QUESTIONNAIRE

Campus-Wide Employee Satisfaction Survey 2009
In order to gather data for the 2010 Accreditation Self-Study, Irvine Valley College is conducting
a campus-wide employee survey. Your insights and opinions are very valuable. The survey
should only take about 15 minutes of your time. All responses are anonymous, strictly
confidential, and will be aggregated together solely for research purposes. If you have any
questions or concerns, please do not hesitate to share them at the end of this survey. Thank you
for your participation!
1. Please indicate your employee bargaining group:

Faculty ---------------------------------------- 51%
Classified ------------------------------------- 42%
Administration ------------------------------ 7%
2. [IF CODED FACULTY IN Q1, THEN ASK:] What best describes your
employment status as faculty?
Full-time -------------------------------------- 82%
Adjunct --------------------------------------- 18%
3. [IF CODED CLASSIFIED IN Q1, THEN ASK:] Please indicate what best describes
your employment status as classified staff?
Full-time -------------------------------------- 87%
Part-time ------------------------------------- 10%
Manager/Supervisor------------------------ 2%
4. What general area do you work in?
Instruction ----------------------------------- 58%
Student services ---------------------------- 23%
Other ------------------------------------------ 19%
73
5. How long have you been employed at IVC?

Less than one year -------------------------- 9%
One to two years ---------------------------- 6%
Three to five years ------------------------- 19%
Six to ten years ------------------------------ 21%
Eleven to twenty years -------------------- 29%
More than twenty years ------------------ 16%
6. Overall, how satisfied are you with Irvine Valley College?
Very satisfied-------------------------------- 42%
Somewhat satisfied ------------------------ 41%
Somewhat dissatisfied -------------------- 11%
Very dissatisfied ----------------------------- 6%
Dont know ---------------------------------- <1%
7. Overall, how would you assess the campus environment for employees at IVC?
Excellent -------------------------------------- 15%
Good ------------------------------------------ 43%
Fair--------------------------------------------- 26%
Poor ------------------------------------------- 13%
Very poor ------------------------------------- 2%
Dont know ----------------------------------- 1%
8. Overall, would you say that the campus environment for employees at IVC is
getting better, getting worse, or staying about the same?
Getting better ------------------------------- 38%
Staying about the same ------------------- 33%
Getting worse ------------------------------- 24%
Dont know ----------------------------------- 5%
74
9. Overall, how would you assess the campus environment for students at IVC?
Excellent -------------------------------------- 29%
Good ------------------------------------------ 48%
Fair--------------------------------------------- 15%
Poor -------------------------------------------- 2%
Very poor ------------------------------------- 0%
Dont Know ---------------------------------- 7%
10. Overall, would you say that the campus environment for students at IVC is getting
better, getting worse, or staying about the same?
Getting better ------------------------------- 45%
Getting worse -------------------------------- 6%
Dont know ----------------------------------- 9%
11. Overall, would you say the quality of programs and services offered by IVC is
getting better, getting worse, or staying about the same?
Getting better ------------------------------- 45%
Getting worse -------------------------------- 6%
Dont know ---------------------------------- 10%
12. How safe and secure do you feel while you are on campus?
Very safe and secure ---------------------- 66%
Somewhat safe and secure --------------- 26%
Not very safe and secure ------------------ 4%
Not at all safe and secure------------------ 1%
Dont know/Not applicable --------------- 3%
75
13. [IF CODED FACULTY IN Q1 AND FULL-TIME IN Q2, THEN ASK:] Please
indicate the extent to which you agree with the following statements about student
instructional programs and services:
RANDOMIZE
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Dont
Know
A. IVC relies on faculty to

determine student
competency levels and
measurable student learning
outcomes. ------------------------- 65% ------- 26% -------- 5% -------- 1%--------- 3%
B. IVC has a good procedure to
develop, approve, and
implement new courses and
programs. ------------------------- 18% ------- 34% ------- 26% ------- 21% -------- 1%
C. Once a new course or program
is implemented, IVC provides
necessary support resources
(e.g., equipment). --------------- 21% ------- 45% ------- 16% ------- 15% -------- 3%
D. Faculty members are encouraged
to develop new courses and
programs. ------------------------- 35% ------- 36% ------- 20% ------- 6%--------- 3%
E. Advanced courses are offered
frequently enough to let
students complete their
program without delay. ------- 30% ------- 45% ------- 14% ------- 8%--------- 4%
F. Students can take all the lower
level courses that they need
in order to meet their
educational goals.--------------- 46% ------- 40% -------- 6% -------- 3%--------- 5%
G. Instructors are fair and objective
when presenting course
material. --------------------------- 50% ------- 39% -------- 5% -------- 0%--------- 6%
76
14. [IF CODED FACULTY IN Q1, THEN ASK:] Please indicate to what extent you
agree with each of the following statements about campus facilities based on your
experiences at Irvine Valley College:
RANDOMIZE
Strongly
Agree
A. Classroom lighting is good. ---B. Classrooms are clean and

well-maintained. ---------------C. Instructional equipment for
labs is sufficient and
up-to-date. -----------------------D. Instructional equipment for
lectures is sufficient and
up-to-date. ------------------------
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Dont
Know
40% ------- 42% ------- 11% ------- 4%--------- 3%

13% ------- 42% ------- 27% ------- 17% -------- 1%
45% ------- 39% -------- 9% -------- 5%--------- 2%
17% ------- 35% ------- 14% ------- 3%-------- 31%
15. Please indicate to what extent you agree with each of the following statements about
campus facilities based on your experiences at Irvine Valley College:
RANDOMIZE
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Dont
Know
A. Campus lighting at night

is good. ---------------------------- 21% ------- 40% ------- 16% ------- 8%-------- 14%
B. Restrooms are clean and
well-maintained. ---------------- 16% ------- 40% ------- 25% ------- 18% -------- 2%
C. Heating and cooling in campus
buildings are comfortable. ---- 19% ------- 34% ------- 29% ------- 17% -------- 2%
D. Campus buildings and facilities
provide a healthy working
environment. --------------------- 23% ------- 44% ------- 20% ------- 12% -------- 1%
E. The campus grounds are
attractive and wellmaintained. ----------------------- 45% ------- 39% ------- 11% ------- 5%--------- 0%
77
16. Now, I would like to ask you about the parking on campus. How satisfied are you
with the following parking services?
RANDOMIZE
Very
Satisfied
A. Availability of parking on
campus ---------------------------B. Safety of the parking lots -------C. Lighting of the parking lots
at night ---------------------------D. Maintenance of the parking
lots ----------------------------------
Somewhat Somewhat
Very
Satisfied Dissatisfied Dissatisfied
Dont
Know
49% ------- 36% ------- 10% ------- 4%-------- <1%

52% ------- 34% -------- 8% -------- 3%--------- 4%
29% ------- 45% -------- 8% -------- 4%-------- 12%
49% ------- 38% -------- 9% -------- 3%--------- 2%
17. Please indicate to what extent you agree with each of the following statements about
technology resources based on your experiences at Irvine Valley College:
RANDOMIZE
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
A. IVC maintains, upgrades, or

replaces its technology
infrastructure and equipment
to meet instructional needs. -- 45% ------- 36% -------- 5% -------B. IVC maintains, upgrades, or
replaces its technology
infrastructure and equipment
to meet staff needs. ------------- 47% ------- 34% -------- 9% -------C. IVC provides high quality
technology training. ------------ 42% ------- 37% ------- 11% ------D. Technology training addresses
the differing needs of faculty
and staff. -------------------------- 45% ------- 32% ------- 11% ------E. Technology staff is
knowledgeable. ----------------- 63% ------- 29% -------- 5% -------F. Technology equipment is
reliable. ---------------------------- 48% ------- 44% -------- 5% -------G. Internet access at IVC is fast
and reliable. ---------------------- 68% ------- 26% -------- 4% -------H. Computer hardware and
software are up-to-date. ------- 48% ------- 41% -------- 5% --------
Dont
Know
3%-------- 10%
5%--------- 6%
3%--------- 8%
5%--------- 7%
1%--------- 2%
1%--------- 3%
2%--------- 2%
3%--------- 4%
78
18. Please indicate the extent to which you agree with the following statements:
RANDOMIZE
Strongly
Agree
A. Personnel policies and

procedures are easy to obtain
and review. ----------------------B. Job performance evaluations
encourage improvement. ----C. Job performance evaluations
are conducted systematically
at regular intervals. ------------D. Personnel records are kept
confidential. ---------------------E. Campus publications clearly
and adequately reflect actual
practices at the College. ------F. Employees promote the
development of a diverse
educational and cultural
campus environment.---------G. I am treated with respect and
dignity. ---------------------------H. IVC promotes employee
diversity. -------------------------I. IVC promotes student
diversity. --------------------------
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Dont
Know
35% ------- 38% ------- 16% ------- 7%--------- 5%

26% ------- 31% ------- 19% ------- 16% -------- 8%
26% ------- 33% ------- 22% ------- 14% -------- 5%

38% ------- 22% ------- 10% ------- 6%-------- 25%
29% ------- 40% ------- 17% ------- 6%--------- 9%
41% ------- 39% ------- 12% ------- 4%--------- 5%

34% ------- 32% ------- 21% ------- 14% -------- 0%
39% ------- 33% ------- 13% ------- 7%--------- 7%
49% ------- 39% -------- 5% -------- <1% -------- 8%
79
19. Please indicate the extent to which you agree with the following statements:
RANDOMIZE
Strongly
Agree
Somewhat
Agree
Somewhat
Disagree
Strongly
Disagree
Dont
Know
A. I feel my work is appreciated

at my institution. ---------------- 32% ------- 27% ------- 19% ------- 22% -------- 0%
B. I have the opportunity to
participate meaningfully in
shared governance at IVC. --- 31% ------- 33% ------- 15% ------- 14% -------- 7%
C. IVC has a strong sense of
community. ---------------------- 24% ------- 36% ------- 25% ------- 13% -------- 2%
D. Professional development
activities are encouraged
and supported. ------------------ 27% ------- 34% ------- 22% ------- 14% -------- 3%
E. I regularly receive the
information I need to help me
fulfill my job responsibilities. 31% ------- 39% ------- 17% ------- 13% ------- <1%
F. The administration at IVC
provides effective leadership
that supports the college's
mission. --------------------------- 24% ------- 33% ------- 23% ------- 18% -------- 2%
G. The District provides effective
leadership that supports the
college's mission.---------------- 14% ------- 32% ------- 27% ------- 22% -------- 5%
H. The College president
communicates regularly with
all constituencies. --------------- 28% ------- 33% ------- 20% ------- 12% -------- 7%
I. The District chancellor
communicates regularly with
all constituencies. --------------- 13% ------- 34% ------- 22% ------- 20% ------- 11%
J. Staff and faculty members are
kept informed about support
services available for
students. -------------------------- 25% ------- 44% ------- 19% ------- 9%--------- 3%
80
20. How informed do you think you are about what is happening at IVC?
Very informed ------------------------------ 28%
Somewhat informed ----------------------- 55%
Somewhat uninformed ------------------- 13%
Very uninformed ---------------------------- 4%
Dont know/Not applicable -------------- <1%
21. How informed do you think you are about what is happening in your division or
unit?
Very informed ------------------------------ 52%
Somewhat informed ----------------------- 32%
Somewhat uninformed -------------------- 7%
Very uninformed ---------------------------- 9%
Dont know/Not applicable --------------- 0%
22. Now, for each of the following methods of communication about campus issues,
please indicate how important that method is to you as a source of information.
RANDOMIZE
A.
B.
C.
D.
E.
F.
G.
H.
Extremely
Important
Direct written correspondence

E-mail -------------------------------College committee meetings --Meetings in your division/unit
Newsletters and flyers ----------MySite ------------------------------IVC Intranet sites-----------------IVC website-------------------------
Very
Important
Somewhat
Important
Not at all
Important
Dont
Know
29% ------- 27% ------- 29% ------- 15% -------- 0%

79% ------- 17% -------- 4% -------- 1%--------- 0%
25% ------- 30% ------- 34% ------- 11% -------- 0%
38% ------- 27% ------- 28% ------- 8%--------- 0%
12% ------- 23% ------- 42% ------- 22% -------- 0%
47% ------- 26% ------- 19% ------- 8%--------- 0%
24% ------- 30% ------- 35% ------- 11% -------- 0%
53% ------- 27% ------- 16% ------- 5%--------- 0%
81
23. Please indicate your level of satisfaction which each of the following items:
RANDOMIZE
A.
B.
C.
D.
E.
F.
G.
H.
Very
Satisfied
Your current position -----------Your salary ------------------------Your employee benefits --------Opportunities for career
advancement --------------------Opportunities for personal
growth ----------------------------Your relationship with coworkers---------------------------Your relationship with your
immediate supervisor --------Opportunities to make
suggestions for improvement
Somewhat Somewhat
Very
Satisfied Dissatisfied Dissatisfied
Dont
Know
55% ------- 33% -------- 7% -------- 5%--------- 0%

38% ------- 45% ------- 11% ------- 5%--------- 1%
69% ------- 20% -------- 4% -------- 4%--------- 4%
24% ------- 31% ------- 17% ------- 18% ------- 11%
30% ------- 36% ------- 19% ------- 13% -------- 2%
58% ------- 28% ------- 11% ------- 2%--------- 1%
55% ------- 25% -------- 7% -------- 14% ------- <1%
31% ------- 31% ------- 17% ------- 18% -------- 2%
24. [IF CODED FACULTY OR ADMINISTRATION IN Q1 AND FULL-TIME IN

Q2, THEN ASK:] Over the past five years, many new College decision-making
processes have been implemented and many existing processes have been revised.
Please indicate your FAMILIARITY with each of these processes.
RANDOMIZE
Very
Familiar
Somewhat
Familiar
A Little
Familiar
Not at all
Familiar
Dont
Know
A. Full-time faculty hiring priority

list development process ------ 42% ------- 37% ------- 13% ------- 8%--------- 0%
B. Institutional Effectiveness
Report ----------------------------- 30% ------- 31% ------- 31% ------- 9%--------- 0%
C. New program approval policy
and procedures (academic
programs and career technology
education) ------------------------ 23% ------- 40% ------- 26% ------- 11% -------- 0%
D. Program discontinuance -------- 25% ------- 32% ------- 21% ------- 22% -------- 0%
E. Program realignment ------------ 22% ------- 29% ------- 28% ------- 22% -------- 0%
F. Program review ------------------- 56% ------- 28% ------- 11% ------- 6%--------- 0%
82
25. Over the past five years, many new College decision-making processes have been
implemented and many existing processes have been revised. Please indicate your
FAMILIARITY with each of these processes.
RANDOMIZE
Very
Familiar
A. Classified hiring priority

list development process -----B. College budget development
process----------------------------C. College mission statement and
college goals---------------------D. Strategic planning----------------E. The Planning and DecisionMaking Manual -----------------
Somewhat
Familiar
A Little
Familiar
Not at all
Familiar
Dont
Know
16% ------- 29% ------- 27% ------- 28% -------- 0%

16% ------- 32% ------- 30% ------- 22% -------- 0%
36% ------- 36% ------- 20% ------- 8%--------- 0%
23% ------- 36% ------- 26% ------- 15% -------- 0%
25% ------- 29% ------- 21% ------- 25% -------- 0%
26. [IF CODED FACULTY OR ADMINISTRATION IN Q1 AND FULL-TIME IN

Q2, THEN ASK:] Now, for the same list of new and revised decision-making
processes implemented at IVC during the last five years, Please rate the
EFFECTIVENESS of each process (If you answered "Not At All Familiar" on the
previous question, then please select "Don't Know/Not Applicable).
RANDOMIZE
Very
Effective
Somewhat
Effective
Somewhat
Ineffective
Very
Ineffective
A. Full-time faculty hiring priority

list development process ------ 26% ------- 54% ------- 13% ------B. Institutional Effectiveness
Report ----------------------------- 19% ------- 43% ------- 16% ------C. New program approval policy
and procedures (academic
programs and career technology
education) ------------------------ 19% ------- 48% ------- 10% ------D. Program discontinuance -------- 10% ------- 43% ------- 15% ------E. Program realignment ------------ 12% ------- 45% ------- 20% ------F. Program review ------------------- 32% ------- 39% ------- 12% -------
Dont
Know
2%--------- 5%
4%-------- 18%
6%-------- 17%
7%-------- 25%
5%-------- 18%
4%-------- 12%
83
27. Now, for the same list of new and revised decision-making processes implemented
at IVC during the last five years, Please rate the EFFECTIVENESS of each process (If
you answered "Not At All Familiar" on the previous question, then please select
"Don't Know/Not Applicable).
RANDOMIZE
Very
Effective
A. Classified hiring priority

list development process -----B. College budget development
process----------------------------C. College mission statement and
college goals---------------------D. Strategic planning----------------E. The Planning and DecisionMaking Manual -----------------
Somewhat
Effective
Somewhat
Ineffective
Very
Ineffective
Dont
Know
13% ------- 33% ------- 22% ------- 13% ------- 20%

14% ------- 46% ------- 17% ------- 6%-------- 17%
23% ------- 41% ------- 15% ------- 6%-------- 16%
23% ------- 41% ------- 16% ------- 5%-------- 16%
27% ------- 38% ------- 17% ------- 6%-------- 13%
28. What is the one thing you are most proud of as an employee of Irvine Valley
College?
Assisting/Mentoring students ---------- 34%
Work environment/Colleagues --------- 24%
Contentment with career/job ------------ 22%
Reputation of the college ----------------- 19%
Personal accomplishments --------------- 11%
Negative concerns -------------------------- 6%
Good communication/relationship
with management ------------------------ 6%
Other ------------------------------------------- 7%
84
29. What is the one thing you think needs to be improved most at Irvine Valley College?
Collaboration between faculty, staff,
and administration ---------------------- 26%
College management/administration - 21%
Staff appreciation -------------------------- 15%
Resource allocation ------------------------ 11%
Staffing --------------------------------------- 10%
Curriculum process------------------------ 10%
Facilities/Grounds -------------------------- 9%
District administration --------------------- 8%
Focus on students --------------------------- 5%
Other ------------------------------------------ 11%
30. What is your gender?
Male ------------------------------------------- 39%
Female ---------------------------------------- 61%
Declined --------------------------------------- 0%
31. Are you of Latino, Hispanic, or Spanish origin?
Yes ---------------------------------------------- 6%
No ---------------------------------------------- 94%
32. What is your racial background?
White ------------------------------------------ 44%
Hispanic/Latino ----------------------------- 6%
Asian/Pacific Islander --------------------- 28%
African-American --------------------------- 2%
Other (please specify) ---------------------- 2%
Declined -------------------------------------- 18%
85
33. You have now completed the survey. Do you have any other comments or
suggestions?
Appreciate survey/Use results ---------- 28%
Enjoy working at IVC --------------------- 16%
administration needs improvement - 14%
Do not feel appreciated ------------------- 14%
College managers/administrators
need improvement ---------------------- 13%
IVC has improved -------------------------- 7%
District administrators need
improvement ------------------------------ 7%
Curriculum process needs
improvement ------------------------------ 4%
Employees need better training --------- 3%
Other ------------------------------------------ 16%
Conclusion
Thank you for taking this important accreditation survey! Your help is greatly appreciated.
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APPENDIX C: VERBATIM RESPONSES TO OPEN-ENDED QUESTIONS

Q28. What is the one thing you are most proud of as an employee of Irvine Valley College?
1.
It is a School that is well respected in the community and is seen as a provider of quality
education.
2.
Flexibility with my schedule and working with my immediate supervisor.
3.
The opportunities to perform a choice of additional functions that I am interested in.
4.
my teaching
5.
That I seem to have made a positive impact on the students I have taught, as many will return to
me later to tell me about their successes.
6.
The opportunity to assist students with their educational objectives.
7.
My efforts and contributions matter to my supervisors/ managers. My students are wonderful.

They think I am a good teacher.
8.
IVC has a strong sense of community among faculty who do not compromise the high quality of
education. I am very happy to be a member of dedicated, intelligent, and effective instructors,
who love to educate students. The high transfer rate has not been achieved by overnight nor
lackadaisical attitude of the instructors. IVC, I feel, has the best instructors among many schools
and the high transfer rate exemplifies their committment.
9.
I absolutely love doing and learning how to technically do new things. I am proud that I can
make a difference to faculty and staff in such a wide variety of ways; from augmenting their
classroom teaching and Distance Ed needs via Mediasite, to offering live webcast services, to
promoting and educating others about IVC in general and her special programs in particular. In
addition to offering video production, duplication, and many, many, other video related
services, I also enjoy documenting, editing and producing all manner of PE, Music, and lecture
events, so that students, faculty, staff, and community members are left with memories that last
forever.
10.
The success of my students when they leave IVC.
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11.
Mentoring students in my field and encouraging them to grow through participation in cocurricular activities. Staying positive and developing friendships and good working relationships
with colleagues despite years and years of incompetent leadership at the very top. For some
strange reason, watching an ideologically driven Board catapult ***** career from ***** to
***** to *****--and being forced to watch the same Board let him STAY there after
demonstrably damaging and incompetent leadership--has galvanized rather than depressed me.
Strange but true.
12.
the staff
13.
My colleagues. I was nervous leaving my former research institution with its large graduate
programs, and was so pleased to find a faculty that was current, passionate, and eminently
capable. I find myself in learned discussion daily, and I find that stimulation essential.
14.
That the college is devoted to staying current with technology and puts the time and money into
maintaining the technology on campus and in the classrooms.
15.
My colleagues. I think the caliber of instruction here is very high.
16.
Students can obtain a good education at IVC.
17.
The newly apparent and growing collaboration and collegiality of the faculty and administration,
DESPITE the fact that District management continues to create roadblocks to improvement
through micromanagement and irrational and unrealistic expectations.
18.
The beautiful, growing, and up to date campus and facilities.
19.
I like the respect I get from the administration.
20.
My own accomplishments.
21.
I am most proud of all the services offered to help students here on campus and the faculty.
22.
I am proud of the level of instruction being offered to students in my department. The faculty in
my department is, in my opinion, of a very high level and we are providing an education easily
on par with a UC. I have had more than one former student tell me that they learned more in
their classes at IVC than they had at the UC to which they had transferred.
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23.
I am proud that IVC has high academic, artistic and intellectual standards and that we promote
our students accomplishments. We often are a college, at least in my department, that values
risk taking, challenges, new ideas and the quality of the 'final product' and creations of our
students. I am proud that we have turned some big corners and we are finally, finally, finally,
growing and completing construction of buildings. I am very proud of the professionalism and
operations of our Academic Senate. I am proud that we as a college became inwardly reflective
to begin the many processes needed to address some significantly deeply dividing difficult
problems in the relationships and past lack of trust between administration and faculty, and that
the faculty are no longer viewed as pariahs by the college administration. I am proud that we
have 'turned so many corners' and and to work together to continue to improve and nurture the
environment of the college despite very powerful political interests to the contrary from the
Chancellor's Office and some, not all), of the Members of the Board of Trustees. We have a
ways to go still but things are vastly improved than what they have been in the past. I am proud
of the fact that the college administration has finally acknowledged and paid attention to and
committed resources to the physical maintenance of the institution. They finally understand,
after years of arguing with them, that the cleanliness and aesthetic look of the campus is a
critically important component to one's, (students and employees), sense of satisfaction, ability
to concentrate, and willingness to stay around on campus longer and participate in the life of
the college. For many years the physical resources - the rooms & buildings - were unhealthy,
dirty, and an eyesore - all of that is changing wonderfully. We have a ways to go but we are
making exponential improvement - the place is turning into a college finally. I am proud that
more people than not want to build a big robust comprehensive college and that the older view
of wishing to remain a tiny little hamlet of a college has finally been slayed and buried. I am
proud that we have begun a long process of healing and that we have done so despite the
efforts of a few people to not move forward, for this I must credit ***** and ***** - they have
worked hard long hours to incrementally heal the college and the results are showing. We must
continue along this path. On the whole, I see many good things and a bright future for IVC.
24.
High, academic expectations faculty have for students.
25.
# Transfer Rate and the success of our students.
26.
Making a lasting impression on the students that I interact with.
27.
the ability to have an impact on the future of our students
28.
Being successful at what I do and having happy customers.
29.
Helping the students learn something new and fun.
30.
working with other staff
31.
Lots of opportunity to serve the greater IVC educational community.
32.
the diversity of the student body
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33.
strong leadership in our division
34.
Cooperation and support among instructional colleagues.
35.
Doing a good job.
36.
proud of the students
37.
Working for an institution that truly cares about and focuses on its students.
38.
The program I work is is extraordinary. I think I have been able to be a part of the development
of it from when I began to now. Our students who were not graduating (in very small numbers)
are now a good part of the graduation ceremony.
39.
The college is open to and supports creative ideas and programs. Many faculty are very
involved.
40.
I am most proud of how the Infrastructure is maintained and the communications from the
Administration as to any and all items around and on the college campus.
41.
That most of the classified staff all support each other, especially when their direct supervisors
don't tell them enough that they are doing a good job. The overall moral is really down, and
customer service in several departments isn't what it was once was.......very sad to see. Very few
want to take the extra steps to help a student or someone just stopping and asking a question,
to give the right answer. Most staff want to do their job only, and don't realize their bad attitude
often affects how the student sees us a as whole. Much improvement needed in customer
service overall. I feel the President and the VP's especially need to show up in the various
buildings to show staff that they are around and that they care what service we are providing to
our students. When was the last time just a general email was sent to all of us saying good job
staff? Or just a meeting with everyone just discussing any new issues coming down the pike
that the general staff might be interested in?
42.
The enterprise and participation of those colleagues who choose to participate: people who
choose to participate using the paths and mechanisms agreed upon by the community are heard
and their input attended to fairly well. New faculty, and to some extent staff, are encouraged to
participate in a meaningful fashion. Members of the community generally are heard, at least by
faculty leadership, and their input respected regardless of their governance group.
43.
To be part of a high quality academic organization that supports my efforts to learn and grow in
my new career.
44.
The dedicated and professional faculty.
45.
IVC's excellent faculty and staff. I am proud to be a part of this growing college community.
46.
My colleagues.
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47.
IVCTV channel 33
48.
Use of my skills to provide quality service to the students and community.
49.
Doing the best job I can with (somewhat limited resourses and workers)
50.
over worked and under paid
51.
The opportunity to work with students in positively changing their lives.
52.
The success of my students after they depart IVC.
53.
In my capacity as Academic Chair, I had the opportunity to write the School's Program Review,
Student Learning Outcomes, and am currently working on developing new academic and
vocational education curriculum.
54.
I am most proud to obtain this position at such an early age in my life and to be able to work for
such a great district that my parents once worked for.
55.
I have developed approximately 20 online courses for IVC.
56.
To provide and assist our disabled students with the accommodations they need for student
success.
57.
I've written a book, in part based on experiences with IVC students and faculty. I'm proud that
the college has allowed me to keep relatively high standards in my lower level algebra classes,
and has not asked me to artificially improve student success rates by dumbing down coursework
and expectations in mathematics.
58.
To have a direct interaction with our students and feel that I can truly be of importance to their
completing their education at IVC.
59.
Being part of one of the finest community colleges in California with its transfer rate, classes,
instructors, etc.
60.
My co-workers and the willingness of staff in my department and some other departments to
help, share knowledge and just be decent people.
61.
Sense of community
62.
we all a big family.
63.
The ability to work with students and to contribute to their education success.
64.
The quality of education our students receive.
65.
My work ethics and those of most of classified staff.
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66.
Accomplishments within my department.
67.
Currently, nothing. The campus has been filthy for years. The restrooms are not cleaned, just restocked with paper. Classrooms also are not cleaned, just the trash emptied. White boards are
not cleaned, rooms not vaccumed, windows not cleaned. The blinds have not worked correctly
in most of the classrooms that I have taught in in years. Ceiling tiles are often missing. The
carpets in the main areas of the campus (stairs in the library, student service building) are in dire
straits. The campus green areas used to be beautiful and now the front entrance and other main
green areas are full of weeds. I literally cannot believe that whomever put together this survey
has included such questions with a straight face.
68.
Excellent, caring faculty members
69.
The high level of customer service I provide to IVC students.
70.
Providing guidance to students.
71.
The job my staff and I do! My students.
72.
My students.
73.
This is on a personal level, but I feel very proud when I tell my friends and family about my
excellent benefits. It makes me feel like I am truly valued and in turn it strengthens my personal
loyalty to the college. As far as the college the thing that I am the most proud of is the
wonderful way that employees (not all unfortunately) treat students. This means the world to
students and it brings me great personal satisfaction when I see that happiness reflected in the
students eyes.
74.
There are a number of really good instructors in just about every discipline.
75.
Majority of faculty are excellent and are available and willing to work with students.
76.
That we have managed to operate well and somewhat autonomously despite the
micromanagement of the chancellor and board.
77.
Despite the fact that, I have been part-time for 14+ years, I continue to make differences in
students lives daily by reaching out to every student I work with daily, making sure each student
knows about the resoures on and off campus available to them that make them able to succeed.
78.
Managing to survive the absolute worst seasonal times on the job each term and living to tell
about it, even while the illusion is kept up that things are going great according to classified
administrators.
79.
The high quality education delivered.
80.
I'm proud of the recent reforms made by our institution. Procedures have become clearer to
faculty. We just need to insure that the openness continues to grow.
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81.
The one thing that I am most proud of as an employee at IVC is having the freedom to challenge
myself to achieve excellence.
82.
My commitment to teaching.
83.
the library-because so many students enjoy using it and all it's been doing lately is losing more
study areas for students that are not in tutor program. It needs more study rooms, study
tables/areas, a re-do in paint, carpeting, and more staff to support the ever growing IVC
student/patron population. Some times between 10:00 a.m. -2:00 p.m. students are standing in
wait to use a computer (the library has 100 student computers) because of lack of availability.
It's an area the students not only use, but enjoy.
84.
The classified employees. The classified employees carry many of the departments college wide
and do not get the credit they deserve. While I believe our key leadership is amazingly skilled at
communicating (in words) the respect they hold for classified employees, I also believe key
leadership acts in ways that shows no respects for its classified employees.
85.
I am most proud to be working in an educational institution because I value education.
86.
That the environment is educational.
87.
Students reaching their goals.
88.
Seeing the students in our program succeed in their educational goals.
89.
My ability to effectively transfer my knowledge and love of my subject area (cemistry) to a

bright, diverse group of students.
90.
My work.
91.
Helping to make things look nice around the campus inside and outside.
92.
Being able to have developed and maintained valuable relationships with co-workers to ensure
student success and retention. Having the resources to aid in student success.
93.
Having the ability, knowledge, and opportunity to help everyone and anyone get an education
to better themselves, and the community.
94.
The transfer rates.
95.
To witness and to contribute to the academic, intellectual, social, and personal development of
our students--both within and outside the classroom.
96.
IVC strives to provide the best educational outcome for its diverse student population.
97.
I am proud of the quality of services and education that our students receive. I'm happy to be a
part of this phase in a person's life.
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98.
The great work we do helping people better themselves and their lives.
99.
That I get to work with students every day and feel like I am making a positive difference in their
lives.
100.
making a difference in the lives of young students. allowing them to pursue their dreams.
101.
The ability to teach my field of expertise to a diverse range of students.
102.
IVC has an absolutely outstanding full time faculty. I am proud of their skills and expertise.
103.
The quality of education available to all students
104.
I get the support I need to teach my classes.
105.
I am most proud of the influence I have had on the future of the college.
106.
Being a part of Great Institution!
107.
Chance to work with students.
108.
Positive atmosphere for students.
109.
I am most proud of my club, the Circle K Club.
110.
The incredible student population of eager and hardworking students.
111.
My constant striving to improve my teaching ability and the presentation of the course material.
112.
How quickly I was hired as Adjunct Faculty.
113.
The positive impact we can have on students.
114.
Student Success!
115.
That I am encouraged to empower people to find solutions to challenges and problems; I am

encouraged to promote team building, cooperation, and a collegial atmosphere.
116.
Teaching
117.
the fine work of my colleagues in the classroom
118.
Students transferring to universities.
119.
Accomplishments of colleagues--books written, publications, presentations at conferences and

professional organizations, recognition by their peers--if not by our college or its administration!
120.
The success of the students.
121.
student enthusiasm and loyalty
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122.
To be able to make a positive difference in a students life.
123.
Integrity of my courses
124.
My students.
125.
The new buildings - the PAC center - good faculty -
126.
the PAC. It's monumental.
127.
The dedication that the faculty and administration have to students.
128.
A brand new building in which to work.
129.
The majority of the employees are working here because they truly like their jobs, their
attitudes reflect their contentment.
130.
I am most proud of the learning environment IVC offers its students
131.
The college supports innovation and allows faculty to experiment.
132.
Having a direct impact on successful learning with our students both in the classroom and
outside of class - whether it is teaching the subject of my area or helping them to discover and
work to achieve their career and educational goals.
133.
I am most proud of the fact that I work will colleagues whose primary interest is in teaching well,
and preparing students to excel at four-year universities.
134.
Growth
135.
I am proud of being an instructor and able to help many students.
136.
The reputation we have as a serious college vs a party school (OCC)
137.
The tremendous change in the climate and the strong, effective leadership of the ***** and the
*****.
138.
Serving students!
139.
...quality of my instructional program
140.
The sense of community that has characterized the college in the past: the respect for everyone
and the genuine feeling of shared mission that comes from the acknowledgment that all the
work we do here is important from maintenance to administrative assistance to technology to
instruction.
141.
The success of our students!
142.
The people who work at IVC. IVC feels like a family.
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143.
The PAC!
144.
Positive dialog and cooperation in striving for college goals and objectives.
145.
Quality academic programs and vigorous student assessment. These bear directly on student
success.
146.
Being able to assist traditional and non-traditional students find courses to support their
academic and career goals.
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Q29. What is the one thing you think needs to be improved most at Irvine Valley College?
1.
Budgeting process still needs work - it has improved, but is still not a transparent and interactive
process. Also things still happen on a spur of the moment and aren't always given adequate
time. I think the Instructional and Non-Instructional Equipment; the Classified and Faculty Hiring
priority lists have been streamlined and are much more effective, but the General Fund budget
still remains a bit of a mystery. I am not comfortable that I as a manager have all the information
in the planning and implementation of the budget that I need. Would like to receive more
explicit monthly reports that show expenditures and balances and have more input into the
actual building of my division budgets.
2.
Hiring process could be streamlined and more visability of acutal job openings.
3.
Faculty relations between the two sides of campus - too much politics are still being played.
4.
A more dynamic **** who stands up to the ***** and *****
5.
More emphasis, I think, needs to be placed on communication and cooperation between

different departments and divisions of the college. Also, I think students would benefit from
clearer / more frequent / more accessible counseling as regards financial issues of paying for
their colleges when they transfer.
6.
The relationship between Student Services staff/faculty and administration.
7.
The cafeteria food!!
8.
Curriculum approval process needs improvement. It seems to lack transparency and takes a long
time for a new course approval.
9.
First and foremost; L213 needs to be a production roomnot a meeting room. The time I spend
setting up and tearing down equipment, so that a meeting can take place in there, a HUGE
waste of my time. also: COMMUNICATION needs to be improved between staff and
administration. Too many things are planned without participation from the people that are
affected by 'uniformed' decisions. Did anyone know the new art sculpure was placed ON TOP of
the irrigation pipe? Does anyone EVER let maintenace know when a meeting has been cancelled
in L213..so that m&o personel do not needlessly change the arrangement of the tables and
chairs in that room, or tell meso it could be used for production purposes- for that is its
primary purpose. This is a big waste of time and effort, in my opinion, and could be avoided if
the proper parties were made aware ahead of time. Last: I don't know why I have to justify the
equipment I need to purchase to do my job, with *****. I have been using equipment I have
personally purchased because my requests to get new and replacement equipment have been
denied or put off for months! My boss has approved the purchase, but the request was put on
hold and lumped into Tech Refresh. I really can't wait until August and September to (maybe)
get the hard drive and storage I NEED!!
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10.
The entire District level administration seems useless, non functional or disfunctional. Both
colleges would do better, save money, respond better to student needs and better serve our
communities if there were no district level administration. The district makes things more
complicated and slower but provides no actual service that could not be better served at each
campus separately.
11.
Irvine Valley College should continue to build collegial relations between faculty and
administration. However, at the District level, the Chancellor should have been sacked years
ago. He's a nuisance and a liability. Everyone at the college who is in a leadership position-faculty and administrators--have to clock in extra hours and spend valuable energy and
ingenuity to constantly work around, un-do the non-collegial actions of, correct, rein in, and be
on watch over the Chancellor. The college is growing and changing in many positive ways, but
having to worry about what the Chancellor is going to do next is an unfortunate drag on the
healthy functioning of so many good people and programs. It is a matter of serious concern that
the Board has refused to put a competent individual at the top. It truly is an abrogation of-arguably--their most important duty--hiring a chancellor--that the person they have put in that
job requires constant damage control. Despite the good news on our last accreditation
report, we will never be fully over the war years with this guy at the top. We can continue to
work around him, and we will. We can continue to be collegial, and we will. But all of this
positivity is DESPITE the Chancellor's presence and is a testament to how committed the current
group of faculty and administrators are to the betterment of this college. At the college level,
there is another area that needs some serious oversight: *****. No questions were asked on
this survey about how well ***** is doing. There are some disgruntled former employees of
***** that have some alarming stories to tell about how ***** are treated there. It is no longer
the state of the art **** it once was, and I can only attribute this fact to a singular lack of
oversight on the part of *****, whose job it is to (1) put excellent folk in charge of *****; (2) to
make sure the folk in charge are trustworthy; (3) to engage in independent IVC oversight of
*****; and (4) to listen to input from critics and take that input seriously.
12.
executive leadership
13.
The curriculum process. I feel that it needs to be streamlined, more transparent, and needs to
offer more assistance to those writing curriculum for the first time.
14.
There is distinct dividing line between and full-time and part-time faculty, meaning we are
essentially kept on the fringe and are not even asked to participate in department or college
activities such as serving on committees. It's as though we part-time faculty are purposely kept
out of the loop and are not even given consideration as far as participating in the governance
of our college.
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15.
The amount of busy work in a professor's work load. When I started here, teaching 15 units
was reasonable, but the amount of paper work required by both our college and the state has
meant that my students do not get the kind of attention from me they used to, as I spend so
much of my time pushing paper. If this is the trend then our load needs to be reduced.
16.
The physical plant is in a terrible state of disarray.
17.
Clearly defined and more realistic roles/responsibilities for classified staff and classified
management personnel in relationship to both faculty and administration. Many classified staff
continue to encroach on the job roles/responsibilities of both faculty and administration
creating difficult and ineffective results.
18.
Fair distribution of work load, and fair and equal staffing in each department instead of in only
certain favored department.
19.
Change the way we approve new courses and changes in the subject matter.
20.
Respect, empowerment, and CLEAR communication.
21.
I feel that resources for faculty - furniture, teaching materials - could be easier to obtain.
22.
As a new full-time employee I would like to see a greater level of congeniality between the
teacher's union and the board of trustees. The tone and style of the recent contract
negotiations have been very disappointing to me, and I place responsibility on both sides. It is
my hope that everyone involved can keep their eyes on the most important aspect of education;
the students. Instead we seem to be bickering about how to best use the money in the district.
23.
Our curriculum process. The process is not working at all. This cannot even be argued. The
process is tyrannical, secretive, congested, constipated, and is the single most significant issue
for IVC that is stunting our growth and comprehensive expansion. The process, on almost every
level, (including our articulation officer), no longer seems to be for the college, for the programs,
or for the students, but rather for a few people to wield power and frustrate faculty. The
process does nothing whatsoever to create a welcoming helpful environment which encourages
faculty to want to write new curriculum, revise old curriculum, or even serve on one of the
committees. A wholesale re-construction of the process is needed.
24.
Developing new leadership with newer faculty.
25.
We still have a lot of silos between departments within in the management structure.
26.
longer tenured employees need to stop focusing on what has happened in the past and move
forward.
27.
Administration's communication and consultation with staff.
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28.
the curriculum process
29.
better administrators from deans, to vps, to president.
30.
The bookstore!
31.
***** needs to be replaced.
32.
Classified hiring practice and building and grouds maintenance
33.
Check and re-check directives from the state education officials re: guidelines, curriculum
development, redesign and ever-changing rules and regulations.
34.
Employee grievance process and support in dealing with unfair situations.
35.
poor administration, ***** is snooty and is not sincere and honest.
36.
***** administration at all levels is inadequate, lacking knowledge of the programs and the
expertise to lead them.
37.
Top administrative leadership in ***** at IVC is a huge problem. Biased leaders are mistreating
faculty and staff. It's no secret but nothing is being done to stop it. I do not work in ***** thank goodness for that.
38.
The communication and trust from certain district offices needs to improve so that the college
can grow with the direction from faculty, staff, administrators, and students.
39.
CUSTOMER SERVICE IN EVERY DEPARTMENT!!!!!!!!!!!!!!
40.
Members of the administration, classified managers, and members of the classified staff do not
reliably confer with faculty about faculty functions or needs; thus many faculty functions are
obstructed by ill-informed decisions. This is exacerbated by interference and poorly considered
mandates from District administration.
41.
Nothing comes to mind. Things seem to be heading in the right direction in just about every
area.
42.
Customer Service.
43.
IVC needs to have processes and procedures that work for all operating functions and
consituent groups within our own system that are not changed, unless technology and advances
require changes. IVC has operated on inconsistencies and changes.
44.
Facilities, offices, classrooms.
100
45.
the amount of funds needed to promote the college, should be doubled.
46.
There needs to be much more accountability and consequences. Administrators, Faculty and
Staff with long histories of incompetence, lack of honesty or professionalism and general
inability to manage, supervise or work with others need to be removed from positions of
authority. The District needs to respond in a much stonger and more assertive manner in these
situations, rather then just looking at/examining the problem and then taking little or no
corrective action. Until this is done, units will continue to operate in a dysfunctional manner and
are unable to right themselves to better serve our students.
47.
Management talks at people. I do not really feel valued as a professional with an opinion.
48.
Safety, in all areas......More maintance and custodian work, and grounds. But as I said before
(limited resourses and workers)
49.
pay more
50.
Honest communication at all levels.
51.
Shared governance is just a myth.
52.
Since the major focus of institutions of higher learning is instruction and in keeping with the
mantra that libraries are hub of academic study, it is imperative that IVC increase its faculty
librarian and classified workforce and budget to truly meet the instructional needs of the
college's increased student enrollment and reflect current trends in scholarly research needed
by tranfer students.
53.
I think that what most needs to be improved is examination of faculty and their supervisional
skills and how they manage their division/unit.
54.
Abolishing tenured professors who stop working once they're tenured.
55.
The committee on courses needs to embark on a paperwork reduction plan and streamline the
process so that curriculum is approved more rapidly.
56.
Keep academic standards high, and stop the use and propagation of artificial administrative
benchmarks such as SLO's. These are worthless, and do nothing to improve the understanding
of basic and/or advanced mathematics. (2) The college needs to require that all students take
an introductory course that discusses student conduct, appropriate behavior in and outside of
class, study habits, attendance, appropriate uses of the Internet, and academic expectations in
college-level courses. (3) The college should raise tuition 25% to discourage non-performers,
while expanding financial aid for disadvantaged and dedicated students.
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57.
Respect for all positions and for those in authority not to be able to impact an employee's
current position on a whim.
58.
Many of the managers/administrators at IVC have no management skills and treat their
subordinates with little respect and are ineffective at their jobs. This creates a great deal of
resentment among the classified ranks to have to watch these highly paid individuals be allowed
to flounder with no consequences.
59.
There are some instructors that just need to retire. I see they are very burnt out and it shows in
their student complaints.
60.
Train personnel in management positions of any type. This includes the tasks of their job
descriptions, but also how to manage their human resources. It appears that people are
bumped up into positions based on their experience in education without having skills in
leadership, decision making, assuming responsibility, managing personnel, and so forth. People
get degrees in business management, which should indicate that training in this area for people
with no experience really need instruction and direction - and monitoring.
61.
The structure of Committee on Course and its' operation needs to be revisited. Currently, the
Chair of the committee on courses receives the proposed outline and if the chair finds the
outline suitable then the course is released to the committee members for review, comments,
and approval. The committee authority needs to be more diversified among individuals of
different academic background or among several co-chair of different academic disciplines.
62.
Replace vacant positions immediately - the work doesn't stop, it piles up. Also stop the bullying.
Since last year there have been moves of a number of classified staff with little input or
justification to other areas, in one case a downgrade. Little training accompanies these moves.
It's a little like musical chairs for classified, or perhaps a chess game. Also Flex week activities
for Classified has been pretty much deleted, there is no encouragement for Classified to be part
of the flex week process, as if classified were irellevant. In the past year it seems we have been
downgraded, escpeccialy since we received accreditation. Classified staff are the backbone of
much of the work at IVC, from Std. Services to Tech Services and I believe we need to be
respected, treated decently, not just moved when the whim of the Administrator strikes.
63.
More support for general maintenance and cafeteria remodel.
64.
An environment of trust and support.
65.
Communication at all levels. Support from Deans/Managers for classified staff to be able to
participate in committees/school activities.
102
66.
Classified employees complain that they are not always included in decision making, in the
faculty hiring process, and in inservice/flex activities. Classified employees complain that they
still feel like second rate citizens, that they feel intimidated, and that there is still a culture of
fear on campus. There should be more direct communication, more inclusion in activities, more
interaction between staff, faculty, and administrators. It would benefit the college if the
classified felt accepted and respected.
67.
***** needs to stop manipulating department scheduling.
68.
Respect in word and deed for Classified, promotional opporutinities. Stop administrators from
moving people around at whim with little or no justiifcation. Keep bathrooms cleaner. With the
Swine flu going around, it's necessary to keep those areas especially clean.
69.
The lack of collegiality by those who want the current administration removed. The hatred has
gone on so long that it could be classified as mental illness.
70.
Alas, where to begin...besides cleaning up the the campus, the college does not provide the
necessary technology/equipment/information that instructors and students need to perform.
When requests are made, one always receives the same answer, We don't have the
budget/staff for that. It's unfair that the squeaky wheels get what they need, but the rest of us
who have worked diligently for years do not receive the support that they need. Let's speak
about morale. Adjunct faculty are expected to do the same work as full timers, often without
compensation. How many times over the years have adjunct faculty members been passed over
for full time positions even though they have provided exemplary teaching? How many times
are faculty and staff not promoted though they have superior knowledge than an outsider? IVC
has been ignoring their own for years and it keeps getting worse.
71.
respect for classified staff (***** does not value classified staff)
72.
Leadership.
73.
Shared governance. More input from faculty in making decisions and more collaboration
between administration and faculty.
74.
Too many meetings for administrators and classified management to get their jobs done.
75.
There are a few Deans and Directors that I believe need major interventions regarding the
manner in which they treat their employees. Their employees are demoralized.
76.
There needs to be a better separation between personal relationships and governance. The end
result is usually nepotism or silent discrimination.
103
77.
I feel that sometimes the roles of individuals at the college become blurred. When someone has
the authority to ask for say instructional equipment or resources, but have to be discouraged by
the instructional equipment approval process by those who make those decisions. If an
instructor needs something the college should be very supportive when request is received.
There seems to be more frustration with the process or perceived process when simple request
are made.
78.
Reduce constant onslaught of emails and expectation that we spend hours checking and
instantly returning email. Reduces time available for meaningful work, concentrating on
students needs, and improving and updating teaching skills. Some system needs to be in place
to encourage others to think before pushing send.
79.
The Chancellor should cease micromanaging the college and placating our clueless board.
80.
More class rooms with comfortable table and chairs for students of all sizes.
81.
Being able to address issues realistically and honestly, without worrying first and foremost about
how tackling such issues will appear in the public eye.
82.
Classified leadership.
83.
Administration should re-examine should look into possible reassigned time as oppose to
stipends for department chairs. There needs to be more of a formalized process to
understanding department chair duties and/or possible training forms for department chairs.
84.
Increase faculty support. Faculty are being pressured to produce at a faster and faster pace with
little assistance. When people are absent, there is a breakdown in backup personnel.
85.
Cleaner bathrooms, class-rooms, and offices.
86.
Faculty and staff working together and equally.
87.
staff moral
88.
A recognition that the college is most successful when all parties are moving this college
forward. There has been so much time dedicated to pointing at individuals and saying they are
to blame--they have too much power. In reality, it may be that others simply want to possess
the same power and have no desire at all to share the power. All parties will successfully move
the college forward. We need to check our true motives at the door.
89.
I believe that the attitude administrators have towards support staff needs improvement.
Support staff needs to feel valued and respected for their valuable contributions.
104
90.
That the Classified Staff is not refered to as just Classified Staff. I feel we are not respected or
that our opinions or contributions are taken seriously. I also believe that there is an in crowd
and the rules apply very differently to this group.
91.
Hiring and filling open positions.
92.
It would be nice if we could keep the needs of the students at the forefront in our decision
making processes and leave out petty politics and personal agendas.
93.
Faculty input into decisions affecting their departments.
94.
Informed, competent, involved, responsible supervision\leadership.
95.
More steam cleaning on sidewalks around vending machines etc.
96.
Additional resources to provide tutoring in the Learning Center and to work on retaining
students.
97.
Teamwork between BOT, Administrators, Faculty staff vs Classified Staff. There appears to be an
attitude that the Classified Staff are not an important entity and we are low in a hierarchy. I
worked for a very wealthy man in prior years that personally said hello and shook hands with all
his staff, his belief was that no matter what your job was you were all part of a team and every
person was important to the success of the company. Whether you were a VP or a housekeeper,
everyone was treated with respect. The philosophy being that employees who are treated with
sincere respect will enjoy coming to work and performing their jobs to the best of their ability. It
was no wonder he was such a successful person. I have yet to work for a college that rises above
the political facades and sincerely works to problem solve real issues instead of hiring puppets
to deliver rhetoric verbage. A postive teamwork environment will promote not only a better
working atmosphere but a strong foundation and learning tool for our students who will be
entering the workforce. Students can learn how to be productive, and successful for not only
their future but ours as well.
98.
Parking is can be very difficult to find for students, particularly at the beginning of semesters.
99.
Increase operational hours in student services with adedquate staffing to serve students.
100.
High level employee hiring should be based on excellence, not current system which has
resulted in hiring incompetent people.
101.
Replacement of Leadership at the Chancellor and Board of Trustee levels.
102.
The college needs to have more class offerings on the weekends.
105
103.
I think classified employees are for the most part unappreciated. It makes pushing through
stressful periods even harder if you don't think your work is valued.
104.
***** administration
105.
More resources for adjunct counselors/faculty. Possibly a lounge, place to hang out, space for
those who work part-time.
106.
Administrative leadership needs to be positive, not punitive. High turn-over in positions create
lack of consistency and direction.
107.
The curriculum process.
108.
There needs to be very open, respectful and transparent collaboration between the Office of
Instruction and the Faculty.
109.
The curriculum approval process
110.
New/revised course approval process.
111.
The one thing that would give us the most for the money: much more money and staffing in
marketing the college in our high schools, community, and areas where we compete with other
CCs.
112.
Scheduled classes and school wide activities.
113.
Curriculum Development/Approval timeline. Budget development process.
114.
There are far too many things to name just one. Let's see--it took 4 weeks to get pens for the
overhead/whiteboard, it took another 4 weeks to get a stapler, evidently because these things
are being stolen out of my mail file. It took 2 weeks after the start of the semester to get my email/MySite working properly even though I asked to have it set up 3 months before the
semester started. I have to order my own textbook from the publisher and it has to be sent to
my house, not the school. The school has LOST a package (twice) for my club. I don't have keys
so if my room is locked, I have to find a pay phone to call campus police to come open my door
(since I don't have a cell phone). I run the risk of not having copies for my class because the
copier is out of paper or broken by the time I get to campus at night. I have to watch a bunch of
videos and take a quiz on Blackboard before I can have it set up for my courses. Am I 7 years old
with no computer skills? If I can't figure out how to use Blackboard, then I shouldn't be asking
for an account. Even still, if I can't figure out how it works, isn't that why IVC has technical
support staff? Isn't it their job to help me use Blackboard (not waste my unpaid time watching
videos and taking quizzes)? It's amazingly frustrating how poorly the part-time faculty are
treated. Why do I continue teaching at IVC? Because no one is willing to take over as advisor
for my club. I'll choose that as my number one thing that needs to be improved at IVC--full-time
106
faculty's lack of commitment (or perhaps better phrased as lack of willingness to get involved
with) to the students (outside the classroom).
115.
Hire more full-time faculty and stop riding on the backs of part-timers...include part-timers in
the decision making process...one meeting a semester is not enough
116.
The modular classrooms are hot/cold - the air comes on and it is loud. I think acoustics might
need to be addressed in the modular rooms.
117.
A greater effort should be made to solicit imput from adjunct facility for improving the facilities
and ciriculum. Increase the level of trust in adjunct faculty by issuing keys to their classrooms so
that the instructor is not demeaned in the eyes of the students by having to always request that
their rooms be opened by assist staff.
118.
I have not been here long enough to know much.
119.
Some meeting or forum for just starting faculty that gives advice and information about what to
expect in your first year to specific departments. So, more discussions about topics/issues that
may come up within the curriculum, advice on how to address typical questions from students,
information on grading methods and promoting fairness.
120.
Classified treatment and hiring!
121.
The furniture for faculty, staff, and administration is in desperate need of replacment in most
areas--we send the wrong message when we do not maintain the quality of the furniture and we
risk the health and well-being of the employees.
122.
Respect and be fair to adjunct
123.
the administration (***** and *****)
124.
Admissions & Records & Human Resources
125.
Classroom environment--spaces, ventilation, cleanliness, and discontinuance of portables.
126.
Effective leadership. Organization
127.
de-politicizing administrative processes; more than an appearance of collegial discourse.
128.
Honest communication with the district
129.
Availability of keys to the buildings to part-time faculty. It takes far too long for someone to
come open up rooms. I usually arrive 15 minutes prior to my class meeting so that I have time to
call and wait to get the door open! There is only one public safety officer to open the doors for
ALL part-time faculty. This is a burden for your officer and a hinderance to the instructors.
107
130.
Decrease senate influence.
131.
District administration.
132.
the curriculum development / approval process
133.
the students.
134.
Grounds
135.
Communication between administration and faculty.
136.
Physical appearance of entire campus.
137.
IVC's management needs to consider all employees important and intregal to the functioning of
the school. The management trys to overshadow the employees and not consider their input,
thoughts or value to the campus.
138.
The vending machines
139.
The curriculum process is dysfunctional. It is too slow and cumbersome. It takes unreasonalble
amounts of time to have courses reviewed/approved. This should not happen and it acts as a
disincentive for faculty to be creative.
140.
We have made big steps in the last few years. But as we have improved in many areas, we have
begun to let slide issues such as how we are poised to compete to bring the best faculty to the
college - which in turn will lead our students to even more success. The number of community
colleges in our county alone that have average annual salaries higher than ours has grown
significantly in the last few years. We now fall well behind Fullerton College, Coastline College,
Orange Coast College and several others. If we want to stay at the top in terms of student
recruitment and success, we must be at the top in salaries for our faculty, staff and
administrators. The communication between all constiuent groups has healed of late, but now it
is time to reward the hard work of those who help us achieve the ranks of number one transfer
rate of its students in Orange County.
141.
Student government. The process of awarding large sums of money to groups goes largely
unchecked. That is, these decisions are made with NO input from the faculty, and the
communication is extremely poor. Most faculty who works with ***** is very frustrated, and
would like to see substantial improvements in the way leadership is taught and practiced.
142.
Communication
143.
The facility. The building.
144.
The Chancellor.
108
145.
The lack of effective leadership within *****, particularly the leadership of ***** and *****.
146.
Decisions need to be made for the students not for personal agendas.
147.
...too much power concentrated in the hands of one person, *****, who runs everything
148.
respectful regard for each person independent of role
149.
To restore the sense community, shared mission and respect that I see dissolving here because
we are losing the sense of the importance of individual members of the campus community and
their worth, no matter what their position.
150.
Acknowledgement and respect for the tremendous effort classified employees contribute
toward the success of our students--many faculy and administruators treat us as unnecessary
nusiances that simply need to be tolerated--we are not treated as equal colleagues. This is
evident in day-to-day contacts, the huge disparity between faculty salary and benefits and that
of the classified staff, and the absence of shared information regarding projects that ultimately
rely on classified staff for implementation, on-going management, etc.
151.
I want to see more intergrity and transparency.
152.
Adminstrators that stay longer than 18 months.
153.
Classified staff's attitude and gossiping
154.
Administrators need to be evaluated by those who report to them without fear of retaliation.
Honesty and integrity are important to maintaining a productive as opposed to a stress filled
environment created by abusive attitudes and decisions.
155.
Staff Morale
109
Q33. You have now completed the survey. Do you have any other comments or suggestions?
1.
I really enjoy working here at IVC. I feel it has tremendous potential and is going to grow very
rapidly in the coming years. It is having some growth pains, but I feel we are on the right path. I
think trust between faculty and administration is still a factor, but that we are moving in the
right direction. Recent changes implemented by the President, Vice-Presidents and other
administrators have been very helpful in changing people's attitudes and outlooks, but many
faculty have long memories of past wrongs and still are quick to react and assume the worst.
This will take time, but I truely believe we are on the right path. The bottom line is people
believe what they see and it is extremely important that we walk the talk. Everyone must be
treated fairly and without preferential treatment or considerations. Policies need to be
established and followed (that is currently happening) and all of us need to commit to the
concept of openness and fairness in all our actions. We can't afford to backslide or falter - too
much is at stake. I feel we have the potential and desire to reach these goals and that we will if
we just pull together and make it happen. I look forward to many productive and exciting years
at IVC. It is a great place to work!
2.
I find your questionnaire to be gender biased...why are you required to answer question 30?
What difference does it make if I am male or female?
3.
We seem to have communication problems between the board of trustees and faculty. The new
building approval does not reflect the true need of students and faculty. The administrators
need to examine the enrollment figures and future needs when developing the new building
plan.
4.
I enjoy my job and I have a wonderful boss. I hope you actually read the things that need
improvement. particulary the last item there.
5.
There was a question that referred to "direct written communication" and I couldn't figure out
how that is different from e-mail. My session threatened to time out if I didn't save, so I
flew forward and hit done, then went back and finished one of my answers and wrote this
one. I am not unsure whether my amended answers have gone through. If you're reading this,
they have.
6.
More effort needs to be made in not only compensating part-time faculty fairly, but to foster an
environment of inclusion rather than exclusion. As a part-timer I feel a very sharp division
between myself and the full-time faculty because the college does not make an effort to create
an environment that encourages our participation in governance. We don't even have the
opportunity to participate in committees or other meetings because we are not even told about
them, let alone invited to the join them. That needs to change, because adjunct faculty
outnumber the full-time faculty and our opinions and participation are important to the quality
of instruction at this college and we need to be given a greater voice.
110
7.
The senior district administration is a continuing disaster. The relationship between the most
senior members of the district remain hostile and adversarial toward the faculty. This is not
effective leadership, it should change.
8.
The administration has recently been taking equal advantages away from Classified Staff that
are given to other groups of employees. It has made us feel unappreciated, unequal,
discouraged, and humiliated. It needs to stop right now, before this no longer is a wonderful
place to work for Classifed staff.
9.
It is very satisfying to know that you are interested in my opinions. Thank you for the show of
respect.
10.
We must have a new Chancellor. Until that happens the college will never completely be able to
heal and move forward. The Members of the Board of Trustees must realize that they will likely
be thanked by all employee groups for making such a decision. It appears that they may have
been mislead as to what faculty do and who faculty are. To say that it is long past time for new
leadership is an understatement of understatements.
11.
IVC website needs to be improved, and home page messages need to be about more than just
transfer center, athletics, and music! Other faculty and students in other areas don't receive
recognition they deserve, other programs are overlooked, and only the pet projects of the
President's chosen few are ever acknowledged. It must discourage the faculty and students
who work so hard and achieve so much that goes unnoticed. Shame on you!
12.
I think there has been tremendous improvement in the climate since my arrival at IVC.
13.
None -- very happy to work here.
14.
I am very fortunate to be teaching at IVC. I love my job.
15.
Excellent survey instrument; well thought out, well worded!
16.
Maintenance and facilities had made many improvements to the exterior look of IVC. They also
have been cleaning the restrooms more frequently. As for administration, we need more
collaberation and less my way or the highway control.
17.
Provide frequent mechanisms for employee input into campus issues.
18.
a place of tremendous potential. need better leadership at top levels.
19.
Very good questions. Thank you for taking the time to check on these important issues with us.
In my department we are rarely asked our opinion about changes that will occur to us, so this is
nice.
111
20.
Well done!
21.
Working at Irvine Valley College has been a great pleasure and I hope that the college can grow
and stay strong.
22.
I really hope that someone really takes a look at these, and we really see a difference in a couple
of months...............
23.
I understand that a choice that is neither positive nor negative is considered "wimpy" and
uninformative, but in many cases the neutral answer is the most apt. Conflating topics has
hazards as well as merits
24.
When completed please post results for all to see. thank you,
25.
Maybe try 360 degree evaluative feedback?
26.
Fridays are a good time to reconnect the community with itself. Meaningful meetings could be
conducted to repair the communication structure.
27.
I work too hard and make too little money
28.
The actions of adminstration has continually degrade the academic progress of this college and
further ensconced the 'slightly better than high school' attitude of the general public with regard
to IVC.
29.
How realistic will the results of this survey be incorporated into the 2009 Accreditation SelfStudy?
30.
Help the library please.
31.
Programs need to be reviewed as to applicability to real-life careers.
32.
The classified contract needs to be settled. These long, drawn-out transactions are frustrating
and make us feel de-valued. This institution would not be able to do the work it does without
the classified sector coming to work each day and putting forth their best efforts on behalf of
the students.
33.
I think this was an excellent survey. They should do this each year or so.
34.
Either train or hire people who are fully prepared to assume the responsibilities of their
positions and not bring their personal issues to work with them and make those who work
under them have to adapt and deal with or suffer. I have learned that people with advanced
degrees who are considered professionals do not automatically behave as mature adults or as
business professionals.
112
35.
The structure of Committee on Course and its' operation needs to be revisited. Currently, the
Chair of the committee on courses receives the proposed outline and if the chair finds the
outline suitable then the course is released to the committee members for review, comments,
and approval. The committee authority needs to be more diversified among individuals of
different academic background or among several co-chairs of different academic disciplines.
36.
I would like to see the comments discussed openly at a campus wide forum, read the actuall
comments and reply to them.
37.
There should be more interaction between faculty, administrators and staff. They should get to
know each other better. Perhaps there could be a series of team building exercises, such as the
softball team, that bring the groups together in a way that is educational as well as fun.
38.
The administration is still acting in a closed-door manner, and backdoor deals are an ongoing,
and escalating problem. The administration continues to demonstrate bias's toward some
faculty and departments.
39.
More anonomous surveys and then actually do something about them.
40.
IVC is a wonderful place to work. I am sorry that extended political battles have soured the
campus environment.
41.
The President needs to become more involved with college business.
42.
Communication is very poor on campus. With the availability of email, staff need to be better
informed as to campus happenings as well as when offices/staff move and most importantly we
need to know when policies and/or procedures change or are updated. Also, those in
management are distant and do not communicate well with staff. Many classified employees
do not feel valued or appreciated by their bosses or those in higher level positions. I have
worked at IVC for a long time and I have never seen the level of despair in classified at a higher
level. It is rare to hear a thank you or even just a pat on the back for doing a good job. I have
also not ever seen the level of apathy in classified employees at a higher level which is most
surprising to me. Many staff just comment that they don't care anymore because they don't
believe that management care. It is sad.
43.
Cronyism Empire building Funny business Intimidation One-ups-man-ship Slating

friends/relatives for positions Attitudes of self-righteousness Selective enforcement of the rules
Disregard for contract Union co-opted by management
44.
Thank you for this survey.
45.
Just off the top of my head, I can think of a few things that need addressing. There are a few
problems with classrooms that need addressing. First, the classroom climate is uncomfortable.
Student complaints are frequent. It would be helpful if faculty had some control over classroom
113
temperature. Second, we need more high powered projectors that allow for adequate lighting.
Three, the teachers station needs lighting. Forth, monitors need to allow flash drives.
Computer boxes are placed too low for easy access. They are found on the floor or near the
floor. Requiring instructors to get on their hands and knees struggling in the dark searching for
USB ports must be eliminated. Fifth, faculty must be notified immediately of equipment
changes made during breaks. It is extremely disconcerting, on the first day of classes to be
greeted with foreign equipment. Faculty must be notified before, not after, technological
changes have been made. Furthermore, if significant changes are planned, then faculty need to
be notified well in advance about those changes and provided equipment instructions and/or
workshops. Sixth, the white boards need to be cleaned weekly. Seventh, when a classroom
has been scheduled for exams, it is critical that maintenance (master calendar) remember to
activate the air. Eight, there is a shortage of counselors that provide guidance and counseling
to our students. Ninth, the library needs to be open more hours. A good start would be during
finals time. The library provides a comfortable environment for studying students.
46.
Has anyone conducted a morbidity study of recent illness and deaths of faculty and staff in the
past five years? What types of chemical agents are sprayed on the strawberry field during
cultivation and planting of the strawberry plants?
47.
I care about IVC as a campus and community leader and its students' success!
48.
Please do not tuck the survey away on a shelf ... make it meaningful and fight the tendency to
twist and turn it in a way that best serves their political agenda or our political agenda ... this will
allow us to move forward.
49.
For me there are many good things about working at IVC, as previously mentioned working in an
educational environment is very rewarding. I believe that with some changes such as a more
respectful attitude from administration to support staff shown by doing less micromanaging,
more shared governance and generally more respect towards individuals IVC could be one of
the best places to work.
50.
New campus signs, maybe more directional signs
51.
Thank You.
52.
I'd like to feel that our work is appreciated and that we are supported by our managers instead
of scrutinized and questioned by them.
53.
I am very happy with my pay raise :)
54.
Better staff training and orientations for part-time counselors. A more extensive training is
needed that piece-meal workshops. A new counselor training manual with key information,
resources, and forms is needed for a new hire. Evaluations for part-time faculty should be
completed as well. How does the department know if a part-timer is teaching well?????
114
55.
I am very happy with my Dean and Department Chair. I feel lucky to work at IVC. It is a
wonderful place to teach.
56.
I hope this survey will be taken under serious consideration and not be a waste of my time. The
survey questions were very good. Thank you very much!!
57.
I have seen much improvement in peoples' outlook, their hopefulness, and their spirit over the
past two years. I do not detect a sense of despair or fear at IVC.
58.
A survey like this narrows our ability to express our ideas with clarity - so I hope the data you get
is useful.
59.
Gender and ethnicity questions are inappropriate. There is no way to delete them after
answering. Fix that!
60.
You didn't ask about the curriculum process which is in a huge mess on this campus. We
wanted to add courses and explore a new program or an interdisciplinary approach, but your
curriculum chair and the process is so messed up we decided not to even try until something (or
someone) changes.
61.
Faculty input is occasionally sollicited but most often ignored. Administrators pursue a variety
of pet projects (career builders) with little critical oversight; criticism is discouraged. Purchasing
procedures are extremely viscous, discouraging employees from spending to improve resources.
Allocation of resources and credit is skewed based on friendships and family relationships.
62.
We need changes at the district level. Board and Chancelor.
63.
Don't think of part-timers as "expendable." Value everyone for their contribution at IVC even
those of us who just teach a class or two. Find the money to keep class sections open for the
students since we've had tremendous growth in the past year. Lobby harder to the state
legislature to NOT cut the CCC budget! I feel more could have been done to obtain a bigger
piece of the budget. The other unions like CTA were able to sway the state government more
effectively. We've been left in the dust.
64.
Happy to be here and hopeful about the future even in bad economic times.
65.
Thank you.
66.
This is an excellent survey. Who wrote this thing?
67.
Thanks!
115
68.
Special recognition should go to the Academic Senate officers who have worked extremely hard
to assist the College administration in changing the climate. Special commendations should be
given to ***** who, for the past five years, has worked tirelessly on behalf of the faculty to
improve the climate and assist the College in addressing the deficiencies cited by the
Accreditation Commission.
69.
The College is being manipulated by a small group of individuals whose only concern is topple
district authority.
70.
I do not understand how the data collected can be interpreted without knowing the context for
an employee's response. What do the answers mean?
71.
As a staff person I am very intersted in hearing about the results of this survey and assisting with
committees/task forces that may result as an outcome of areas where issues need to be
addressed.
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2009 Employee Satisfaction Survey PDF

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Employee

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

Appendix B: Survey Questionnaire ............................................................................................................. 73

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

Employee Satisfaction and Campus Environment on Page 15

Campus Facilities on Page 30

Technology Infrastructure on Page 34

Human Resources on Page 39

Levels of Communication on Page 41

College Decision-Making Processes on Page 44

Open-Ended Responses on Page 60

Appendix B provides the survey instrument.

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

Internet survey in English

Classified Bargaining Unit

Total Full-Time Employees Only

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

Very dissatisfied DK/NA

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

NOTE: Results do not include Dont know or missing responses.

Table 4: Overall Satisfaction by Area

NOTE: Results do not include Dont know or missing responses.

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

NOTE: Results do not include Dont know or missing responses.

EMPLOYEE SATISFACTION SURVEY, SPRING 2009

IRVINE VALLEY COLLEGE

EMPLOYEE SATISFACTION AND CAMPUS ENVIRONMENT

Relationship with co-workers (n = 189)

Current Position (n = 191)

Relationship with supervisor (n = 189)

Opportunities for personal growth (n = 188)

Opportunities to make suggestions (n = 187)

Opportunities for advancement (n = 171)