Narrative

CATEGORY THREE: INTRODUCTION

 

Overarching evidence of the College's commitment to assessing and improving its process for the hiring, developing, and evaluation of faculty, staff, and administrators includes the following highlights:

  • Between 2009 and 2013The Chronicle of Higher Education named JCCC as one of the top institutions of higher education to work for in the country.
  • In 2014 and 2015, the College has conducted follow-up surveys for first-year faculty to evaluate their onboarding experience in becoming part of JCCC. From these surveys, the College was able to see areas that could be improved to help new faculty members in the future.
  • A new Performance Management Process was implemented in Fall 2015 for staff, which allows collaboration between supervisor and employee to establish performance goals and communicate on progress toward those goals.
  • In Spring 2014, JCCC conducted its first Employee Engagement Survey to assess how all employees, both full-time and part-time staff and faculty, perceive their relationship with the College. From the survey, JCCC has created a three-prong approach to address some of the concerns raised through survey responses. JCCC administered the Employee Engagement Survey again in Spring 2017.
  • In Spring 2016, the College initiated a review process of all faculty to ensure credentialing requirements were being met. For those faculty not possessing the appropriate credentials, the vice president of Academic Affairs and the respective dean have begun working with them to develop educational action plans.
  • JCCC’s HR office regularly benchmarks its salaries and benefits against peer institutions and regional employers to ensure College employees are offered competitive packages in order to recruit and retain the highest caliber employees.
  • JCCC student support staff maintains active memberships in numerous state and national professional organizations, including organizations such as the American Associate of College Registrars & Admissions Officers (AACRAO), Association of Veterans Education Certifying Officials (AVECO), American Counseling Association (ACA), and National Association of Student Personnel Administrators (NASPA), among others.

 

The following category will show that JCCC’s process for hiring, evaluating, and developing employees has reached a maturity level of aligned: processes are explicit, repeatable, and periodically evaluated for improvement. Furthermore, this category will prove the results collected on these processes are systematic moving toward aligned. Through the process of developing the systems portfolio, the College has identified areas for improving its use of data collected to inform the continuous quality improvement efforts in the area of Human Resources.

 

SUBCATEGORY ONE: HIRING

Recruiting, hiring, and orienting employees

JCCC has stated Board Policies governing the College’s recruiting, hiring, and orientation processes. These processes focus on the acquisition of appropriately qualified/credentialed faculty, staff, and administrators to ensure that effective, high-quality programs and student support services are provided.

 

Recruiting: The College’s recruitment policy is set forth in Board Policy 414.02, which states, “Recruitment activities will be conducted for each vacancy to the extent that is practicable to assure a pool of well-qualified candidates. When appropriate, recruitment shall be on a non-local or national basis.” To reach the widest pool of qualified candidates for vacancies, the College advertises open positions through both print and online venues. These include Higher Ed Jobs, Indeed, LinkedIn, Twitter, Careerbuilder, The Chronicle of Higher Education, and those professional association/organization webpages recommended by the hiring supervisor.

 

Hiring: The College’s hiring process begins when a notice of vacancy is posted and distributed by HR (Board Policy: Posting for Vacancy 414.01). HR coordinates with the hiring supervisor to determine the requisite credentialing for the position and screens applications to forward to the hiring committee (Board Policy: Screening of Applications 414.04). Establishing selection criteria, selecting applicants for interviewing, and scheduling interviews are conducted by the hiring committee (Board Policy: Employment Interviews 414.05). Any applicant to whom a job offer is made must provide asked for documentation certifying eligibility of employment and must be approved by the Board of Trustees (Board Policies: Work Authorization 415.01c and Appointment to Position 414.06). Each step in the hiring process is further delineated in the Supervisor Toolbox: Hiring Process, which is made available to hiring managers.

 

Orienting Staff: JCCC has an institutionalized orienting process in place for welcoming and acclimating new employees to the College. As outlined in the College’s Onboarding Resource Guide for Hiring Managers, the onboarding process generally spans the first six months for full-time employees, eight months for part-time regular employees, and the duration of employment for part-time temporary employees. During onboarding, the hiring manager and the new employee engage in orientation activities, including arranging for mandatory compliance training within 90 calendar days after hire date and ensuring the employee is aware of relevant College policies. Prior to the new employee’s arrival, the HR office provides the hiring manager with a Hiring Manager’s Onboarding Checklist covering required activities throughout a new employee’s first three months.

 

For all full-time and part-time regular positions, the hiring manager also receives the Talent Management Checklist and Managers Onboarding Resource Guide on day 30 of the onboarding process to begin evaluating and ensuring the new hire is meeting the required performance expectations. The manager is required to complete an introductory performance evaluation for the new hire prior to the end of the appropriate employee probationary/introductory period (Board Policy: Mandatory Training 422.02).

 

New Staff: The College provides new staff orientation through two four-hour sessions offered monthly. The sessions include presentations on the history and culture of the College, sustainability, risk management, wellness, campus police and safety, emergency preparedness, payroll, and resources to systems on campus to help employees do their work. An anonymous evaluation of the session is sent via email to the participants and the results are aggregated and reviewed by Staff/Organizational Development.

 

New Full-time Faculty: The College provides both orientation and mentoring programs for new full-time faculty, both of which are overseen by the Faculty Development Coordinator. JCCC requires new faculty members to participate in LENS, a year-long new faculty orientation program to acquaint them with institutional history, culture, procedures, and instructional issues. The orientation program consists of 10 biweekly meetings during the fall term and two additional meetings in the spring. While covering topics similar to those in new staff orientation, the new faculty orientation also covers pedagogical and institutional topics.

 

To provide instructional, collegial, professional, and social support, the College requires new faculty to participate in a year-long mentorship. This mentoring program partners a new faculty hire with a senior faculty member. During their initial meeting, mentor and mentee faculty establish objectives and goals for the year and meet one hour a week throughout the mentee’s first year. Each party is required to submit monthly reports documenting their progress. At the conclusion of the mentorship, the new faculty will begin the peer-review process.

 

New Adjunct Faculty: New adjunct faculty hires are invited to attend orientation events offered by their department and new staff orientation, although neither is required. However, all adjunct instructors are required to complete online training in sexual harassment prevention and technology security awareness. The College does hold a separate session on the Saturday of Professional Development week targeting adjunct faculty.

 

Designing hiring processes that result in staff and administrators who possess the required qualification, skills, and values (3.C.6)  

The specific qualifications for all positions are determined by the supervisor or administrator who develops the job description based on standard expectations in higher education and with consideration of program or institutional accreditation (3.C.6). When a “standard” job description requires revisions, it is submitted to the HR office for review. All job postings include the required education credentialing and work experience, which is outlined in the Supervisor Toolbox.

 

As part of designing a hiring process resulting in qualified and skilled staff and administrators, the College requires employees serving on a hiring committee to have completed a hiring committee orientation within 12 months prior to the hiring committee assignment. This training is made available through an online portal to those individuals asked to serve on a hiring committee. Failing to do so will disqualify any individual from participating on a hiring committee. 

 

Developing and meeting academic credentialing standards for faculty, including those in dual credit, contractual, and consortia programs (3.C.1, 3.C.2)

The College’s process for determining appropriate credentialing standards for faculty is articulated in Board Policy: Certification and or Licensing Policy 415.05 and Board Policy: Recruitment Policy 414.02. The academic deans in consultation with faculty within the disciplines have determined the appropriate credential for each faculty position. Where terminal degrees are not granted, the College refers to standards set by professional agencies when available. Academic credentialing for full-time and part-time faculty, including dual credit, are the same. The credentialing requirements for each faculty position are centrally housed in HR, which monitors faculty job postings to ensure consistency with determined credentialing requirements (Matrix for Faculty Credentialing Requirements) (3.C.2). 

 

Ensuring the institution has sufficient number of faculty to carry out both classroom and non-classroom programs and activities (3.C.1)

Program faculty and division deans review enrollment, class max, attrition, workload specification of the master agreement, student-faculty ratio, and class size in comparison to peer institutions to assess faculty needs. This occurs on an annual basis through the Program Review processes.  Housed within the Program Review is the budgeting process, which requires programs to develop justifications for new positions that are then prioritized for the College. As positions become vacated, replacement is also re-evaluated and justified.  Programs also make recommendations to the dean’s non-classroom needs, proposing release time and/or compensation for special projects determined to be beneficial to the program, division, or campus at large. These requests are reviewed by the Instructional Deans' Council and recommended to the Vice President of Academic Affairs (3.C.1).

 

Ensuring the acquisition of sufficient numbers of staff to provide student support services

Ensuring that the College has a sufficient number of staff to provide student support services comes under the purview of the Office of Student Success & Engagement. This office oversees the following student support services: Learner Engagement and Success (Access Services for Students with Disabilities, Career Development, the Counseling Center, Student Life and Leadership, CLEAR Program, and Transfer), Athletics, Student Services and Success, Enrollment Management, Financial Aid, and Testing/Assessment Services.

 

Each department within Student Success & Engagement has goals aligned around service. These goals focus heavily on timeliness, accuracy, and efficiency. When evaluating appropriate staff numbers, items such as number of students supported, length of departmental response time, and participation in other College initiatives are weighed. When new initiatives are explored, the first avenue is a reallocation of existing resources. If it is determined that existing resources are unable to assume the new responsibilities, a position is requested.

 

Recent staffing considerations have been influenced from two primary areas—the College's strategic plan and state and federal compliance/regulatory requirements. As the College’s strategic planning efforts progress, impact on staffing is discussed and approved at the Cabinet level after operational areas have determined what they would need to accomplish the strategic goal. As federal and state regulations change, some positions have evolved to assume responsibilities in these areas, such as Title IX’s impact on Student Services & Success and the Americans with Disabilities Act’s impact on Learner Engagement & Success.

Evidence
URLRecruitment Policy 414.02
URLPosting for Vacancy Policy 414.01
URLScreening of Applications Policy 414.04
URLEmployment Interviews Policy 414.05
URLWork Authorization Policy 415.01c
URLAppointment to Position Policy 414.06
URLMandatory Training Policy 422.02
URLCertification and/or Licensing Policy 415.05
File  Supervisor Toolbox 
File  Onboarding Resource Guide for Hiring Managers 
File  Hiring Managers Onboarding Checklist 
File  New Faculty Orientation Handbook 
File  Faculty Mentoring Handbook 
File  Required Faculty Qualifications 
File  Faculty Peer Review handbook 
File  Adjunct Certification Training 2016-17 
File  Adjunct Faculty Handbook