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>> It's 2:35 according to some clock somewhere, 2:37.
So, Jordan and Austin are here.
Julie is here.
Noah is not here yet but he said he would be here.
John [assumed spelling] and Dave are here.
OK. How are you?
>> Hi.
>> [Inaudible] Cheryl [assumed spelling] is here.
Rudy [assumed spelling] I believe.
I just started looking at like Rudy.
>> Yeah, I'm here.
>> And Danny [assumed spelling], our co-chair is here.
And Danny, how are you, sir?
>> I'm doing good.
>> And [inaudible] is here--
>> For Gary Cross [assumed spelling].
>> -- for Gary Cross.
Got you. Great.
OK. So, welcome everyone.
Thank you very much for being here today.
So, I'll officially call the meeting into order and kind
of make introductions as we're moving along.
Anybody else needs to be introduced?
Everybody knows each other?
OK. So, let's go to the approval of the minutes
of the October 3rd meeting.
Do I hear a motion?
>> Move approval.
>> Austin moves approval.
Second or anybody?
>> I second it.
>> [Inaudible] seconds.
I'll give you guys a second to consider it.
[ Pause ]
OK. Discussion?
Hearing none, all those in favor signify by saying aye.
>> Aye.
>> Aye.
>> Opposed, abstentions?
>> I wasn't here.
>> Kira [assumed spelling] abstains.
OK. Thank you.
So, moving to our agenda.
I wanted to remind everyone
of the integrated planning study session.
I'll send you his sentence out too.
>> Are we skipping over public comment?
>> Oh, I'm sorry, I understand.
I apologize.
Is there any member of the public who wishes to comment?
>> I want to make a comment.
>> Yes, sir.
>> So, I had witnessed Kronos thing for our--
>> Wait, wait, wait.
Joe, excellent timing.
Come join the table because Danny is speaking about Kronos,
one of our favorite sponsors.
>> OK.
>> Got you.
>> Not related to faculty.
I'm talking about the unclassified workers,
the workers who work in my lab.
>> Hourly.
>> The hourlies, thank you.
They are being treated like animals through this system.
So, let me explain.
My lab opens exactly five hours.
So, they're scheduled for five hours.
They have to come and put their thumb print on
and that takes the minute they started and if they check
out a minute after five hours, it subtracts 30 minutes.
>> Yes.
>> Because you have to give a half an hour break
if you work more than five hours.
So, my aids, at the end of the day, are helping students
and then all of a sudden, "Oh, oh, I got to run now.
I got to run now."
They're running down the hall to get their thumbprint in.
A couple of times, they've been in line
because there's two people in front of them
and the clock ticks that minute.
Now, we've been able to correct it but to live like this
on a daily basis is I can't stand to watch it.
It's--
>> So, oh we go [inaudible] been able to correct the fact
that they missed it by a minute.
Joe, you know.
>> Yeah, they're-- so, understood.
Yeah, it's California law, the system actually is configured
to take into consideration California laws with five hours,
you automatically get a unpaid lunch.
But whoever-- the employee has the ability to go in
and do a edit to make sure that the time is correct
and if the employee misses it
for some reason before they approve their timecard,
the supervisor can go in and do this sort of edit to make sure
that the time is captured accurately.
So, they're not losing a half-hour lunch break.
Oh, I've had eight, actually lost it
but then we eventually got it corrected.
>> OK.
>> But the correction process, I guess is they're going to need
to be shown or if you could show me how
to show them how they can actually go in themselves
because they're calling down the front office
and if the person is there, leave a message.
They wait till tomorrow to find out if she got the message,
then a couple of times, it's been locked up.
She says, well, I can't change it anymore.
I got to call in to the main campus.
And I mean, it's a two-week process
for sometimes if this happen.
>> So, I think I've said something
that wasn't quite right [inaudible].
>> Yeah, unclassified hourlies do not have any opportunity
to leave any [inaudible] to their timecard.
>> Including student workers.
>> Only [inaudible] do.
>> OK.
>> But in case--
>> So, what I would suggest and so it doesn't take the two week
or whatever that lag time is.
If you want to have whoever the approvers
for those college assistants, send me an email
and I will put Maggie [assumed spelling]
to get the correction made right away
so it doesn't miss their pay session.
>> OK. But-- Yeah, and I hear you Dave.
And so [inaudible] and say
and then we'll come back to you, Dave.
>> If you're an approver and you know
that they would not get [inaudible] at lunch,
it's a quick two second overrule that you can do in the system.
>> Yes.
>> It's not-- then I can show you how to do that.
>> OK. But what if this says though it's a massive
training issue.
Because Danny and Carol [assumed spelling] for example.
I'm not sure Carol, John.
There are several supervisors on this campus
who have unclassified hourly people
and everybody needs to know this.
>> Yeah.
>> And it sounds to me like they don't.
>> But in our case, our hourly--
it takes so long for her computer to get into Kronos
that she gets kicked back out.
So, the computer, whatever is going
on with that, won't accept Kronos.
>> OK.
>> So she can't even go in on her own and do it.
It's like it takes maybe 45 minutes.
>> And is there no way--
>> And she doesn't work that many hours.
>> Like a five-minute--
>> Yes, exactly.
>> We know-- I mean--
>> So why don't we do this?
Let's-- we'll make a note.
We'll delve into it to do well, adjust or try to find
out if there's a way to tweak the class
so we can-- have the window.
Carol, if you send me a note as to what computer that is
and give me the ID number, I'll have someone check it out.
And if it's one of those 70-year-old computers,
we'll have it replaced.
>> Well, it's been replaced but it's a used one.
And we asked Mary if she would just, you know,
take care of the check-in and check-out but she won't do that.
>> Who's Mary?
>> You know, Mary, next door here,
Thompson [assumed spelling].
>> Mary Thompson.
>> I know that, but why would the person be [inaudible]?
>> Because it's-- it's the hourly [inaudible] class
by incentive and she's in charge of the timecard.
>> OK. Well, that-- so, offline, send me a note.
We'll fix--
>> All right.
>> We'll either fix the computer or we'll fix--
>> All right.
>> -- something.
We'll figure it out, OK?
But yeah, again, we will look into what's going
on so we can adjust it.
But also it's a training [inaudible]--
>> And also in the eBuilding, is it?
This-- where the natural sciences,
they don't have admission.
>> 10 o'clock.
>> They don't have one.
>> Get tomorrow over it.
>> They said that there's no-- there's no way to--
>> Yeah, the biometrics, the scanner,
we actually have purchased them over planning and--
>> OK.
>> -- just kind of install them across campus.
>> And they said there was no way to hook it
up on the second floor, I guess.
That's where they were supposed to put it.
>> OK.
>> So, there's no electrical.
>> OK. We'll find out.
>> Yeah, we'll fix it.
We'll deal with it.
As we--
>> Just really quick one and I know we got to move on.
>> Yeah.
>> I've just-- I'm completing a Kronos guide for students
and were applied to the classified hourly.
And I'm working on one with the supervisors as well.
So, I've drawn from what other campuses are doing to kind
of make it a little easier to work with.
And also, what we have on our website that Maggie has put up.
OK, so it's [inaudible].
>> So, are you working with Maggie on
or does she know you're doing it?
>> She knows that I'm doing it.
>> Great.
>> I've mentioned it to her that it has more to do with what's--
some of the screen prints and things that she has out there.
But I'm waiting on her-- let me know when I can move ahead.
We're going to discuss.
Sorry, I slip one for this.
>> Well, it sounds like we need to expedite that.
Yeah. OK. Right.
Danny, thank you for bringing that up.
Is there anything else for public comments
that anybody would like to share?
I got to call up Noah 'cause he's eating his lunch right now.
>> Well, the classified--
[ Multiple Speakers ]
>> Yeah, the classified,
and it's selling a 50/50 opportunity drawing tickets.
>> Sorry, about mine.
>> Good.
>> Yes, exactly.
OK. All right, moving right along then.
Thank you.
Budget development and first of all on the outset,
I just want to remind everybody
about a very important upcoming meeting
on Friday, November 15th.
I know it's a Friday, from 1 to 4,
it's the integrated planning setting session part II.
And I'll just read this again real quick.
Integrated planning involves collecting
and analyzing evidence and program reviews based
in program plans and the analysis of this data
and then making resource allocation decisions based
on results of the program review evidence.
You'll get that planning is an accreditation requirement
and one of the leading reasons
that colleges are going unsanctioned currently.
ACC has received recommendations in the ACCJC in each
of the last three accreditation visits in areas
within integrated planning.
So, it is a-- it is a particular area of concern for us.
In screening 2013, the members of all committees
that have enrolled in integrated planning is PCC, IEC,
BRAC and PNP just take in the study session
and examine PCC's application of integrated planning
to determine whether changes are needed.
On November 15th, the members of these [inaudible] are invited
to continue the process of strengthening
of integrated planning process.
So, they're asking you to go to an Eventbrite link
to register the fact that you will be there.
So I encourage us all to be there as we move our way towards
into the accreditation process and as we continue
to develop a process that does a better job of linking a planning
and budgeting together.
So I hope everybody can be there.
Yes, John.
>> I think we all received an event, right, invitation?
>> Yes.
>> Yes.
>> Yeah.
>> Yeah, everybody did and I'm just telling I have
to cross T's just to make sure that you got it.
Any comments about that?
OK. So the next thing at the last meeting,
we discussed the benefit committee
and the various appointments.
And if you go back to the minutes of the last meeting,
on the second page, we determine what the committees would be
comprised of, the membership of the committee.
So, I'm just curious to know if how people are coming along
with their appointments so we can, you know,
get moving on that process.
>> Benefits committee.
>> I informed the academic senates and as well as,
you know, that-- and they're taking recommendations
right now.
So, our people can say they're interested--
>> Right.
>> -- goes on a website and I don't know
if the votes are going to be
at the next meeting or the following one.
But within four weeks that we'll--
>> OK.
>> -- have a vote on those people I believe.
>> Good. OK, very good.
>> And the FA is meeting tomorrow so we can talk to them.
>> Great. And Jordan?
>> Do I give some recommendations to Cindy?
I'm sure I just [inaudible] like that.
>> Now you can do whatever is-- whatever works for you.
>> OK, I'll send you the rec.
>> OK, that's great.
So we'll have you pointed there.
Carol, are you working in special [inaudible]?
>> It will be on the agenda on November 6th.
>> OK. Did we have [inaudible] confidential here or?
>> Yeah, on the confidential I ran the [inaudible] submissions
to John.
>> OK, good.
So you're representing [inaudible].
>> Not at this meeting but [inaudible].
>> OK, all right.
Good, thank you.
And Rudy. I don't hit everybody on the spot here, I--
even though I'm doing that I don't mean to.
The point is we-- sorry.
We need to get this done ASAP, folks, so please do.
OK, I guess that's the end of that discussion.
We do need to follow up with the retirees association.
I'm not sure who can do that.
Maggie is going to do that.
Anyway, we need to follow up on that one
because they're not normally here.
And then issue with CFT, if you could follow up on that,
John, that would be good.
And I guess that's it.
OK.
>> And I'm assuming, Bob, that David and I will be the reps
for that subcommittee too?
>> If you want to be, that'd be great.
>> I recommend John.
>> OK.
>> Yeah, I recommend this man right here.
>> Done. Done.
>> There you go.
Those are our two representatives
to manage the association.
>> I don't know I would like to [inaudible] this one.
>> Very good.
OK. So, budget development.
I asked Joe to come today and to begin to share what is a kind
of a rough, rough, rough draft of where we might be going
with our budget development process as we move along here
for everybody's general consideration.
>> OK, so what is being passed
around now is what we are looking at developing
for the '14-'15 budget.
I'm going to wait a minute until everyone gets a package but this
by no means is the final project or product.
This is just a draft of what you kind of do now that we try
to document and put in writing.
The first two pages are just the introduction from Maria Descalzo
as the interim director of Fiscal Services announcing
to be executive management team the constructions for the budget
for '14-'15 and how they'll be coming out and when.
Page three which is at the very,
very top right hand corner says attachment two.
These are the budget request instructions that will be sent
out to every manager of every call center and we have
about 150 different call centers.
And this takes
into consideration the general instructions, some instructions
for the additional forms
that we'll briefly go through in a second.
It breaks down the salary employee benefits
so if there are areas that have budgeted positions
that are no longer required because the duties are no longer
in line with what is it that that unit has
or if there are new positions that that unit needs to request,
these would be the forms.
We'll get to those in a minute.
The next page, item number three, the job description
and org chart that goes along
with the request for a new position.
Item number four, whether or not there are new requests
for modeling or if there is a request for capital project.
And the language I'm not quite clear on.
I think here, anything that's considered a capital project is
defined by the number of years it takes to build.
My understanding was where I came from it was added threshold
of 100,000 dollars a month.
So I'm trying to define that for the district
and then I'll clarify the language in this document, OK.
And then the last page obviously just ends the
budget instructions.
So there's about four pages of budget instructions,
but keep going for me and that will give you a quick time--
no, it's not the word I'm looking for.
A quick overview of the documents
and then we can come back to if you have questions, OK?
So on this page here, this is just a calendar
of how I think the budget process is dealt
with at the district, who it goes to first,
and then who it ends up with before it goes to the board
of trustees for approval.
If you have any suggestions or recommendations
on what should be a part of this calendar, please let me know
because I may not have defined it well enough
or I may have left the step out, so please tell me.
The next page is-- it gets a little confusing.
So, the next page is an overview of an area
that has more than one call center.
So as an example, business services has I think 20
or 18 different call centers.
This page here is a page when you get it electronically
that spreads out and keeps going until the document
for the budget request is complete.
This is a complete summary
of everything else that's behind this page.
So up here at the top where it says division name,
business services has auxiliary services.
That's one [inaudible] or call center,
risk management another call center,
fleet another call center.
As I fill out the documents for each of those call centers,
it will roll up into this summary page, OK?
So we're not going to spend too much time on this.
Go to the next page and this is what needs to be filled
out for every call center.
So before I go any further, this is a lot of information,
part of that calendar is a training that will take place
with all of the people in the call centers that I did.
With a person from each call center who's identified
as the budget liaison, we will train those people
and anybody else who wants to attend.
This will make much more sense when we have several hours
to kind of go through it.
But this page is done for every call center and it talks
about where money is coming from, if it's state funded,
if it's funded by local revenue, on taxes,
if it's district general reserve funds
or whatever fund it comes from,
it's talked about on this main spreadsheet.
OK? That makes sense?
>> OK.
>> It does.
But you're saying, we are going to fill this up
or will it come loaded?
>> It will not come loaded.
>> So even salaries and everything, that's standard.
>> It will-- so as we get to that page, I'll explain.
It's going to have links.
So when you put in a four-digit code for an object,
it will automatically populate.
But as the budget person or the budget liaison
in each call center goes through and we will provide
in the training two to three years of history
of how dollars were spent for that call center.
That person will be able to make a decision of whether
or not status quo is OK, meaning the dollars
that have always been there are fine.
>> OK.
>> Or they need to move it between call centers.
>> OK.
>> So at the beginning of the fiscal year, we don't have all
of these insufficient funds because we have
to move budget dollars around.
>> OK.
>> Makes sense?
>> That does make sense.
>> OK.
>> But it's going to be loaded while we push that--
put in that little code.
It will load up what our budget is.
>> No. What it's going to do-- when you put in the code,
it will automatically populate what that code means.
>> Populate.
>> There are no dollars tied to it.
>> OK.
>> This is a budget request for additional funding.
>> OK.
>> OK?
>> This is clear.
>> But if you don't want anything because what you have
and it's separate document
since this is the first time we're going to do it--
>> OK.
>> -- we're going to provide a second document that has
for each call center what has been spent for historical years.
>> OK.
>> And then that's what you can use to compare what you need
to have in the fiscal year that you're requesting dollars for,
in this case for '14-'15.
>> Sounds really like a good way to get
to know our budgets a little better.
>> Yeah, well that's towards a process [inaudible].
A question, so--
>> My question is about the training.
So it sounds like, are you going to be doing trainings not
like one massive training
or you'd be doing division trainings?
>> Well, in the budget instructions--
and again, this is just the draft form.
So please bear with me.
But what we're going to ask for is from one person.
For one person in each call center who's going to be
that call center's budget liaison.
>> Right.
>> That person will be the subject matter expert
when it comes to that call center's budget.
>> Right.
>> But if there are other people who want to come and people
who should come like the manager of that unit--
>> Right.
>> -- or the supervisors in that unit, they should come.
It won't be one day.
It will be spread over a week, maybe two weeks depending
on how it needs to be rolled.
>> OK.
>> But that is a part of our calendar.
So, just real quickly I think--
>> Is this discipline specific?
Will it go with that granule,
or is it a dean job or is it a chair job?
>> It's a--
>> Or is it a super dean job?
>> Super dean.
>> It's based on the call center--
>> Uber dean.
>> -- and the manager of that call center,
and it will roll up.
So, I have managers over call centers and business services.
They'll do their budget.
It will come to me.
We'll have a conversation about what they're requesting
and whether or not it's something
that makes sense for the district.
If it does, it will go into the business services budget
and then I will turn it into Mr. Miller.
He will have a conversation with me and say, "This is something
that I think he can do or something that may need to put--
be put on that priority list."
He will be-- levels of conversation.
>> Yeah. It'll be short conversations.
No.
>> Yeah.
>> 'Cause I will be asking for it.
>> Oh, that's fine.
>> It should [inaudible] in here.
>> I have a question then we're going to go to Dan real quick.
So, here where it said revenue, it sounds like--
in fact John questioned, we've talked about state allocation,
federal grant, interfund grant, [inaudible].
So you're expecting the call center manager will know the
source of the revenue for each or his or her area?
>> Yes, because right now
in the budget book it tells us whether it's a grant funded.
>> Yeah. So what's interesting about this is to your point,
John, is that in the old world order no one had a clue
where the money came from.
>> Right.
>> It just sort of appeared.
So part of this training process,
part of this educational process,
this learning process is going to be empowering managers
to have a much greater understanding
of the revenue sources and allowing them to the degree
that funding sources allowed to mix and match and shift
around do what you need to do.
>> OK.
>> The reality here is that the manager
over the call center has ultimate responsibility
for that fund in that call center and for planning ahead
of time what it is that that call center needs
to do for the student.
So if the student needs something and we know
that we're going to be getting extra dollars in the future
and we have to put a plan in place
to spend those dollars more effectively,
then we start planning it.
We start planning it six months before the fiscal year starts.
OK? There's a multitude of reasons
for doing the budget this way.
It's incredibly confusing once you start it.
>> All right.
>> But once you get used to it, it tends to make more sense.
>> Great. And we recognize it's going
to be two-year training, learning.
We're not expecting a great a [inaudible] stuff right away.
Dan.
>> Are the present academic division deans going to be named
as call center managers or are they going to [inaudible] here?
>> I'm sorry.
Can you ask the question again please?
>> Sure. Are the present academic position deans going
to remain as the call center managers
for their divisions or is that?
>> Still more gibberish.
OK. When we made the transition from our legacy system
into the new banner world, we sat with Dr. Bell and his team
and he-- what he basically--
as I did, we determined who the call center manager is going
to be in the new fiscal system.
Now, in Dr. Bell's world, we did that two
or three times 'cause things changed, OK?
As we go into the new structure
which we will have solidified here soon and we'll have folks
in these positions, Dr. Bell will sit
down with business service and say, "OK, now,
for these call centers, these are the--
this is my new allocation call center managers."
It may very well be that the school dean,
let's say I'll just take the school of performing
and communication arts
or whatever they're going to called.
That school-- that school dean might say, "OK.
That person might have eight call centers
within that school."
That individual then might say,
"I'm going to appoint this person, that person
and that person to be the manager."
And then-- so whomever it is the responsible administrator is,
currently we have a call center manager, a budget manager
and a budget administrator.
So, whether or not that survives this new thing
or it just two tier, I'm not sure yet
but we're working our way through that.
>> OK. So, just to go back to the training question,
as part of the memo that would go out and notifying everybody
of this new process, we're asking for by February 5th,
a person who could be identified
as the budget liaison for call center.
And then the week of February 10th through the 14th,
we will have series of trainings.
OK?
>> Could I enter-- is there another copy
of this that we [inaudible].
>> Oh, I'm sorry.
[ Multiple Speakers ]
>> Do we have extra?
>> Right, there's a couple more here.
>> OK.
>> OK.
[ Inaudible Remarks ]
>> So as we go through.
So as we go through.
This really is a document that's broken
down into three different sets.
There's the set for the new personnel or deletion of items
that no longer are needed.
There's the set for new remodeled space or new space
because a program requires it.
And then there's a set for your status quo budget, whether
or not you need to make adjustments
that were down per dollars.
So the first set is for HR.
And this first page that has the purple column
on the right hand side is for the request of new positions.
>> Blue.
>> It's blue.
>> It's blue from the outside.
[ Multiple Speakers ]
>> Blue or purple.
>> It's blue.
>> It's blue.
>> Mine is purple.
>> Mine is purple.
>> I think I got pink.
[ Multiple Speakers ]
>> Purple.
>> Yeah.
>> So this is where anybody could request
if they need for new positions.
And it will automatically calculate.
So if you go back, and again, I'm sorry,
this is a little confusing.
But here is a list of all the current classifications
that the district has.
So, we're going to try to identify an item number
for every classification.
So finding the contact specialist
and the classification ID number is one, two, three, four,
and I punch into this column here,
new position item number one, two, three,
four-- hold on, one second.
It will automatically populate everything across based
on the number of positions I'm asking for.
It will populate the help and [inaudible] benefits,
it will populate the-- anything
and everything associated with that position.
Carol.
>> The list is not correct.
>> I'm sorry?
>> The list is not correct.
>> This is-- this is old.
>> OK.
>> The list is old.
>> Yeah.
>> This is '12-'13.
>> So I just put something [inaudible] for us.
Yeah.
>> Also on faculty, how you're going to deal with that?
Faculty [inaudible].
>> Faculty will also have--
>> 'Cause obviously faculty is not listed here.
>> Yeah. But it would be the same process.
>> Right. So we'll have some-- probably some median or mean,
you know, we've made-- They want a new ex-faculty member.
So we might do a mean--
>> OK.
>> -- for what their salary might be, OK.
>> Yeah.
>> Or something, figure that out.
>> So is that how these other--
>> These are all action-- these are classified positions.
And those are not actually correct right now.
But those are the exact wages [inaudible]
for those individuals.
>> Yeah. And that's from '12-'13
>> Yeah, and it's starting wages.
>> Yeah.
>> Oh, so this is every individual position at that--
>> Yeah.
>> -- that is tough.
>> Yeah.
>> So this is a process?
>> Approved classification.
>> I did a cross section on it to [inaudible].
>> Yes.
>> No.
>> No?
>> That's the listing that's
on HR's website for classified types.
So I did not include POA, faculty,
all of that as an example in this package.
It will be a part of that.
>> OK.
>> So there's an update website include the correct titles
and numbers and steps and stuff on there?
>> Whatever we have for item control or position control,
those top steps, those titles will be used for this process.
>> OK.
>> And all of that is occurring right now, Carol.
>> Should I send you the changes or no?
>> No. I would take it from HR.
So there are changes--
>> OK.
>> -- that you need to make, I would share them with HR.
I'm sorry.
I don't think I'm answering your question.
So, I want to make sure--
>> I just worked through the title, it's the call center.
>> It is the call center.
>> Yeah. Whenever we budget, we try to budget
at the top step just to make sure
that we're doing it the correct way.
>> OK.
>> So the next page.
First page is to request new positions.
Next page is if there are positions that don't make sense
and we need to delete them from the budget,
then you can delete them.
And that will show between the two the adding
and the subtracting whether or not there's an increase
to the budget or decrease to the budget when it comes
to personal assessments, OK?
Next list is just a list of the classified staff
that would be updated.
But a part of this process in here is a draft job description
that would need to come with the request for the position
that you're asking for.
And then a sample length job description or duty statement
that will need to be submitted, OK?
So what should be happening is once fiscal gets the entire
package and my request
for a contract specialist goes through,
then fiscal will provide it to HR.
HR will look at the description
that I wrote up for the position.
They'll make a determination based on the description
of the job and the description of the position
and tell me whether or not it makes sense to have
that [inaudible] title in my organizational structure.
>> Are you going to have the union go
through those descriptions to make sure they're correct?
>> The normal process that's in place for HR.
So if there's a description for the contract specialist,
it's already done for the union as a process.
>> So let's back up for a second
because I know what Carol is saying.
So, I don't-- I'm a call center manager.
I'm requesting a new position, OK?
And I'm just throwing it in my budget.
When it goes to fiscal, there needs to be a step
in terms of hiring approval.
>> Right.
>> OK? So, we need to think
through maybe we've already done this when that decision--
how that decision is going to be made.
>> Well, I think there are two things.
One is if it's a new description or a new title
or a new job description that has never existed,
when those descriptions are written, HR always sends them
to the union and the union provides feedback.
What I'm talking about is a position that already exists.
>> OK.
>> And whether or not that description already exists.
If it already exists, the union has already given
their feedback.
So that process would not have to go to the union again.
>> So it would be a separate process before it makes
this list?
>> The list, it can be made on the list.
Whether or not the description goes
through is a separate process
after everyone approves the position being allocated.
Does that make sense?
>> Uh-hmm.
>> OK, good.
So the union would still have [inaudible]--
>> And that answer-- ask the questions.
The other half though is when do we-- when is the decision loop--
how is a decision loop made?
>> So, the calendar that we have at some point--
>> In other words, to allocate new budget dollars
of a new position, how is that decision made?
>> So there are three things with IEC, PNP and the BRAC
with all due of course that come through.
If those three groups and the senior VPs and president
in the board approve, finally approved the budget,
the process will go through fiscal, the job descriptions
and the org charts will go to HR.
HR will do their review.
If a new job description is requested,
job description is reviewed by-- by the unions.
Their feedback is provided back to HR.
And then HR should be sending out a letter saying the request
that you have made for fiscal year '14-'15 has been approved
at whatever title level and you can begin to regroup.
>> And will that be sent to academic senate
and classified senate also, the people that are putting--
participants on the hiring committees?
>> I can ask HR the question but in my mind,
the process that we currently have in place does that already.
>> It does not.
>> So if we get a new position and we need to hire somebody
on that new position, it's allocated, it's approved,
the budget is there, an email doesn't go
out to the various unions asking for representation
on the hiring committee.
>> The-- what's happening is some things come through
and it's not been approved yet and they're still--
and they're asking for hiring committees.
>> Yeah.
>> So we as classified senate, we're now not putting anybody
on committee since it comes directly from HR.
>> Right. And you guys had a successful pretty good meeting
with yesterday--
>> Yes.
>> -- to kind of revisit that whole hiring thing.
>> Exactly.
>> So they're working on improvements
in that whole process.
>> Yeah, so it's not a safe system yet.
>> OK.
>> What I would say is as we move into this process
of actually having a written budget process in place,
any new position should be done during the budget cycle unless
it's an emergency or if there's new funding that's coming in.
So very few times should that actually happen.
>> Yeah. Well, there'll be a calendar
like overall general calendar that people can look at and see
when the cycle is coming up.
>> For the budget?
>> Yes.
>> That's part of the calendar that's in here.
>> That's this first page.
>> Yes.
>> And I request--
>> So we can just click on a calendar--
general calendar on the website and say, "Oh,
this is-- it's coming up now."
>> This package will be posted on fiscal's website.
The calendar itself is just a one page these are the dates
and these are the groups that it's going to for briefing.
>> It would be nice if you brought a calendar
that people could look at and plan accordingly
like two months ahead of time or so on.
>> OK. I'm not sure at all.
So if we give the one page with the dates
that these things will be happening--
>> That's what this thing is, right?
>> Yeah, and it has to be.
>> There's so many calendars going
on that there's nothing coordinating.
So unless we're clicking through different pages on the website,
we don't know what's happening in one area to the next area.
>> Well-- but go ahead, [inaudible].
>> Well, I would-- and I think that we need this.
It's just that's where this is
like [inaudible] we're saying like, "Hey,
I have a question about this calendar."
I have a question because the fact you priority
in planning committee, right, needs some--
has tried to develop planning processes similar to this.
But one of the pieces of advice that we were given was based
on a conversation with HR which is one
of the major faculty recruiting conferences in January.
And so, that we were encouraged to try to get our process done
by January so we could have HR be able
to do a meaningful recruitment.
My concern here on the faculty portion is
that our new positions, and I prefer--
is not until February is when our job descriptions are due.
>> But that's before the new fiscal year.
OK.
>> So this is all being done in January 2014
when the new fiscal year starts July 1st of 2014.
>> Yeah.
>> So we're now taking a process
that has always happened September,
October of the current fiscal year when you're already in it.
And we're trying to back it
up so it takes effect July 1st of the fiscal year.
>> Well, I think what [inaudible] is saying is it
might need to be backed up even a little more for faculty
because this big conference for faculty happens in January.
>> Right.
>> So I think that's what she's saying.
>> Yeah.
>> So we can work out the dates again.
It's not [inaudible].
>> So that's not what I think that this is going to the moment
of using this as a clarity process around ensuring
that everybody is on the same page.
>> Oh, I see so--
>> Do you see what I'm saying [inaudible]?
>> For the following year.
>> For the following year because I know that for us,
at least on the faculty side.
I know classified, Carol's completely advocating
for effectively is just making sure
that we're also able to recruit.
'Cause from the faculty side, a big concern is,
and I know Juliana [assumed spelling] has had conversations
around this which is for faculty,
we're not getting our positions posted until late spring
and we've lost a lot of good candidates because of it,
it's been very difficult.
>> OK. So please, look at the calendar again.
I just threw dates together.
I was trying to plan it out but it doesn't make sense.
Tell me so I can put in the appropriate times.
>> I think faculty hiring needs to take place--
we need to be interviewing--
>> In February.
>> In February would be ideal, so not later than that.
>> And I hear that's not your--
>> Yeah.
>> So I think that the second question that I have--
>> Well, you know, I'm sorry, let me just clarify that.
So, this calendar is for the fiscal year that's to follow.
So your positions will already be allocated prior
to that February.
>> OK.
>> So it's going to be allocated six months before.
>> So?
>> So whatever process HR needs to go through is going
to happen the year before.
>> Right, so that-- OK, yeah.
So I think that this is also the stock gap moment
and perhaps this is a smaller conversation,
maybe we should have you come
in to the faculty priority committee to talk about that?
>> Well, and let me add this--
>> 'Cause that's been--
>> HR, Carrie Hampton [assumed spelling], Julie,
they're all well aware that we advertise way too late
for faculty.
And that's something that they definitely want to fix
as quickly as they can.
Their hands were basically tied
because of other decision making processes
that are slowing down that process.
>> Yeah.
>> So I think a conversation
like that should be have Terry [assumed spelling],
should be have Dr. Bell, and so we can begin
to back things up a little bit.
>> Right, and I'm not saying I--
I'm not saying [inaudible] into the system--
>> No, you're not.
>> No, no, no, no, no.
>> I think that for me-- bet you are--
I think that my concern is is the making sure that it sounds
like our faculty priority committee needs
to be two years ahead right now to be able to actively advocate
for the positions that we're going to need
for next year's fiscal process.
They're currently requesting for only this year right now.
So we need to maybe have some kind of conversation
in our intervention to make sure
that they're supporting the plan.
This is a great plan [inaudible].
>> This year, you're advocating for faculty hires
that would begin in the fall of '14--
>> Right.
>> -- which would be '14-'15 budget.
>> OK.
>> So the truth of the matter is
that the faculty should be discussing during the fall
semester what they would like to see added in the following fall.
>> Right.
>> And in this case '14-'15 budget cycle
because we have the '13-'14 now.
So you want them to be starting fall of '14 and '14-'15.
So if the system were designed such a way that October,
November, December faculty [inaudible] says,
"We need these eight new faculty in this party order."
>> Right.
>> Then that gets into the system,
it gets built into this budget.
It gets approved and we can actually start advertising
for them in February, March
or whatever the earlier date may be, or even January, February.
>> Yeah, we want to do the hiring in February and March.
>> Yeah.
>> Yeah.
>> So we have a lot of interviews,
so the advertising has to proceed.
>> 'Cause I like-- I mean I like this plan, right?
Like the plan is not bad, I'm just concerned
around other processes like Carol is mentioning like,
if we're all think working
in a silo [inaudible] following [inaudible]
to this current master calendar I think could be--
they're going to be supporting us.
>> OK. What would be helpful for me is that I'm not aware
of any other calendars.
So if you guys have them or if you have links
that you can send me or you can tell me where to look,
I'll look at those and try to incorporate it
into this as well, OK?
OK. So, also a part of the HR process
when you submit the job description and the request
for position or to delete a position, we're going to ask
that the areas submit an org chart and highlight in yellow
where that in position gets, OK?
[ Pause ]
We also have a request for areas if they have need for overtime
so we can start the budget overtime appropriately.
We have a few items here that tell us what type
of overtime is needed.
If it's for program review, there's a shortage of staff.
If we're having a hard time finding people
to fill positions, this will give us an idea of why it is
that we need overtime in the district.
>> Is that for individuals or is that same?
>> For the call center.
>> For the call center.
>> Yeah. So on this page,
this is where it becomes very confusing just
to briefly talk about.
>> Oh, none of this has been confusing as well?
>> It's a [inaudible] we're talking about.
>> OK.
>> So, this will become easier to understand
when we have the strengths.
But this is the request for services and supplies.
So, when we have the trainings
and we give the budget liaisons the historical expenses for two
or three years, those people will be able to see
where they have overspent in their budgets
and where they underspent.
And this is where they can set it
up effective July 1st having the dollars
where they actually need to have.
So as an example, if I have a thousand dollars to go
to a conference or two conferences for a year
in my budget currently, but I only spend 500 dollars
but I overspend in another area of my budget, I can correct
that by planning it up here.
If I have a need for additional funding,
I can make that request on this one.
And the next page is a list, two pages back, is a list of all
of the call center with object codes that the district has
and what the description is.
These object codes, when you plug them into this page here,
will automatically populate and all you have to do is plug
in the dollar amount that you're going to request.
OK?
>> And they are the same as the object [inaudible] using?
>> Yes.
>> OK.
>> Yeah. So, right behind that page is a list of dummy numbers
that I came up with for new positions.
If it's an administrative position, it may have an office
with certain types of files, this page.
Yeah. If there's a new position, this is how much
on average it will cost the district
to begin to hire a person.
And again, these are dummy numbers.
I was just trying to come
up with the placeholder for a new position.
So these are the types of the dollars and where they go.
If we need a new computer for an employee, it's 1,000 dollars.
If they're having district telephone on their desk,
on average it's going to cost 600 dollars a year all the way
down to the utilities.
There's a shared cost for water,
there's a shared cost for electricity.
It's all broken down so the district has a better
understanding where the dollars are going.
>> And so, why don't you have classified?
>> Yeah. That, I grouped together
with administrative positions.
>> So, we'll go ahead and just change that having just say,
administrative, classified administrator position.
>> Yeah. Whatever changes you guys see that I need
to make, please let me know.
>> OK.
>> All right.
So, the next few pages are just to breakdown the object codes
that the district currently has.
We all know that there is a lot
of instructional equipment that's needed throughout
the district.
Here's a list of where everybody is able to put in what type
of equipment that they need
and how much they think it's going to cost.
So those dollars can be allocated to that object--
I'm sorry, to that call center.
And if it's approved, then the unit can just move forward
on July 1st in purchasing that equipment.
>> Who's going to do this?
>> Every area will have--
>> Yeah, but who in every area?
I mean-- and because part of-- well, a part of--
and just reorganization that we discussed last night
and I'm just wondering who's responsible for--
>> It could be--
>> -- you know, doing this work and--
[ Multiple Speakers ]
>> Let me give a general response to that
from the school's point of view.
The structure for the schools right now has a school dean
and then a second level dean of some type.
Conceptually, the second level dean would have responsibilities
for the operations, if you will, of that school,
whereas the school dean him
or herself would be more responsible for working
like a faculty, working
in curriculum being the chief fundraiser, friendraiser,
being out in the community doing things that accrue
to the overall good of that school.
And then the second manager there would be more
of the operations person.
That's conceptually now.
Both those people would be supported
by the administrative assistance
by classified support staff members
who will help them with that.
>> But they're already overtaxed now.
>> Now, I said assisted, I didn't say do, I said assisted.
>> Yeah. But--
>> And-- but I would agree with you that certain--
>> Yes.
>> -- there's a lot of work that's given to them
that perhaps should not be [inaudible] on that.
>> Exactly.
>> But in our new thinking, I was going to say something
like new world order but that's sounding too much, but--
[ Multiple Speakers ]
Either be thinking that's part of the thinking here.
And so, we would provide the level
of support needed to make this work.
And although this seems a lot more complex
and frankly it is a lot more complex, much of it is going
to be automated in time as we bring in our new, new banner,
[inaudible] is going to move again that's kind
of probably since integrated.
For example now in the legacy system,
HR does not talk to fiscal.
Fiscal does not talk to payroll.
All of these are independent systems.
In the new banner [inaudible] world, everything is integrated.
So, every database can look in every other database
and that's why it is kind of concept dealing
with remotely possible.
So, that's a long way to answer this,
and we think we have a point for that.
>> OK.
>> I already-- I--
>> We do have a plan for that though.
>> I know, it's going to be confusing, the first year,
second year as we get used to it.
I think over time, everybody will see the benefit
of doing this and everybody will actually have control
of their call center.
And things won't get held up and they won't take six weeks
to pay the bill, it won't take six weeks to request any piece
of equipment in the classroom.
This means that the call center person
or manager has the ability to manage their budget.
It also gives the district the ability if there is
or any reason additional funding that comes in, we will be able
to look and say, "There were requests that were made
that could not be afforded this year."
Like we did a bracket a few months ago or last month
where we did the priorities that there is additional funding,
that's a part of this process.
So, if there are things that cannot be afforded,
it goes on a critical unmet needs, priority list,
and then it goes from there.
>> Speaking of that priority list, we had a number one
on our priority for a salary comparison,
other things have happened on that list,
that were on that list.
But that was in the number one slot and that hasn't happened.
So, I'd like to know when that's going to happen.
>> OK. I will find out for you.
>> Well, actually let me go ahead
and give a better answer then we will find out.
[ Inaudible Discussion ]
>> I did good.
>> I did have an idea.
We are very much in the process of working with classified staff
and working with the management association on salary and, well,
physician classifications and salary studies
and how we're going to go about doing both and how that--
those process are going to take place.
When the faculties appointed you,
that's a negotiation item as you--
>> No, it's not a salary study is something
that the college does to make sure it gets the best employees
and to make sure that college pays its faculty
who are the only place we get our money in, right?
The students come for the faculty.
>> Yeah.
>> I'm pretty sure we could know that that's what it is.
>> OK. Julie, with due respect, I don't want to get
into [inaudible] discussion, so--
>> So, the answer is no.
So, we have it on there and the answer is no.
>> The answer is no.
>> No, OK.
>> That that's at the table.
But in any event we are-- we're working--
>> So, the college has no intention of any--
at anytime of doing a comparison of faculty salary.
>> With due respect, you really think I'm going
to answer that question?
I'm not going to answer that question.
That's a discussion for the table and not for here.
>> No, it's absolutely for here.
You agreed to put it on the list of BRAC priorities.
Across the board we agreed.
>> The BRAC priority but we-- and it's on the list.
OK. Yes, John.
>> You know, I hate to be the voice of ancient history
around here but, you know, we as managers,
we used to do the same kind of thing.
I mean every year I had to request personnel augmentation
and equipment and shuffle around our budget to the place
that was most needed and all that.
So, this is the reason it has gone away I think in the last--
over a stretch of maybe 10 years is
that the administration didn't really want
to hear what you have because we didn't have any money
to do any of it anyway.
So, the budget for a-- for a manager's point of view,
this whole process became easier, and easier, and easier
and then it was just here's your-- here's your budget.
But now we're going to back
to what I remember I did every year.
So, it seems real complex but it's not too complex.
The problem for managers is you put in what your wish list is
and you guys get bombarded with money that nobody is ever going
to have and there is very little hope
of getting some things done, that's the disappointment.
>> Yeah, and first of all, you're absolutely correct.
I mean even back in when I was on my first tour duty here,
we do it exactly this way.
>> There is something else.
>> There was more [inaudible] but anyway.
>> Right.
>> So-- and then we went into the period, you know,
it's 2007-'08 period we're-- we had no money to do anything.
>> Right.
>> And then we got into this rollover budgeting,
that whole thing.
But now we are coming out of that,
we're going to need some better times financially
and now we got a new enterprise resource system able to get
to do some of these work and we got some kind of [inaudible]
and several others that we've added that can help us get
where we need to get to.
>> OK.
>> And I wish I had been smart enough to ask for any forms
that were done before so I didn't have to--
>> I threw them all away.
No, I probably have them in my file somewhere.
I should throw them away.
[ Laughter ]
>> All right.
But--
>> But I'll share with it.
>> I appreciate that.
It does-- it is very confusing but it does get into you.
So, second to last page is a request.
So if there is a program review that is done
and there's a determination that space needs
to be built a certain way to support that program review
where there's additional staff that's coming in
and there's not enough space configured right now.
This would be one of the forms that gets filled out.
So facilities management can identify what dollars need to go
where and how to build that space and what can be afforded
to be done and not done.
It's the second to the last page.
And it says at very top, "Request for refurbishments".
You got it?
OK. So that' that.
It's also a part of this process.
And in the very last page is kind of the exercise
that we need to do with the priorities.
So whatever is not able to be funded
because there isn't money there would go on the priority list
and this group would prioritize it
or [inaudible] from right now.
OK?
>> Can I-- that's it.
So these refurbishments and federal projects,
this is not just buildings or physical space.
It's at the-- this type of project acquisition.
So this would be for buying equipment or--
>> So, excuse me.
No. It would not be for equipment.
>> So, Rosemead was for lack of a better word, an acquisition.
We expanded the districts.
>> OK.
>> So if we needed to be focused--
>> Well, [inaudible] shop across the street.
>> Yeah.
>> OK.
>> So if we needed to refurbish this room into cubicle space,
it's refurbishment and a new construction obviously,
a new construction.
>> Yeah. An acquisition would be to find some other existing--
>> Yeah. Yeah.
>> But it's all property.
>> Right. Yeah.
But also, if in fact you think that's too-- it's too confusing,
it's going to cause more questions than answers,
that would be something that we could pull out in a short year
or two and see if we're going to need to gather
up because the Rosemead situation is not something
that occurs very often.
So, yeah-- but that's the kind of thinking that we want
as we asked people to review this
and bring back their comments.
>> This form is for the one--
>> Equipment.
>> -- equipment?
>> Yes.
>> OK.
>> In any case there, everybody gets whatever they want
in the list.
He was afraid that we have only two electricians and [inaudible]
so it's going to take time for you guys to [inaudible].
[ Laughter ]
[ Inaudible Discussions ]
>> No building.
Don't worry.
>> And is that-- OK.
>> OK, so--
>> I did-- I'm sorry [inaudible].
>> Yeah. I had two questions.
One is you mentioned that for positions, the way you're going
to budget it is you're going to budget it
at the top step whatever the position is.
Is that correct?
>> That's generally how it's done.
Yes-- how it's done here I really need
to get clarification on it.
But generally it's at the tops.
>> All right.
And then secondly, on the page that was the--
>> And by the way, again, just to add to that real quick, we--
my thinking right now is that we probably build the middle tip
which is where at most people will start the--
when they come to PCC.
>> Faculty mostly starts at the bottom.
>> But anyway, yeah.
It will do.
>> Well-- well [inaudible]-- but we-- and they're so--
but we would budget for the middle 'cause a lot
to do that actually--
>> So--
>> So remember, a budget is just a plan.
It doesn't mean that that's what we're going to stick to.
It just gives us parameters to kind of--
>> Oh, I understand that.
But my problem is if we over budget.
>> Right.
>> And at the end of the year, there's millions of dollars
that were supposed to go to faculty or class supplies,
it ends up going back in the general fund
and builds nice buildings I think.
But I think the people are more important than the buildings.
But anyway-- so, it's just a systematic thing and to set it
up this way is going to systematically continue that.
So I'm a little concerned about that but the middle sounds
at least better to me.
>> OK.
>> Secondly, the link--
I was just curious on the administrative
and faculty positions.
You had these unit costs.
And I was just curious on the process for coming
up with those numbers.
For instance the--
>> Didn't you say these were dummy numbers that you--
>> They're dummy numbers.
They're dummy numbers.
>> [Inaudible] random.
>> Yeah.
[ Multiple Speakers ]
>> These are dummy numbers for now.
>> Oh.
>> Yeah. OK.
Yeah. So how would you decide what space cost?
>> That-- actually, I looked at that [inaudible].
I have a similar question.
>> So space for somebody who's sitting in an office,
generally they need filing cabinets
versus a faculty person who's in a classroom.
And my thinking may be off but generally there's more,
for lack of a better word, equipment
or setup for a desk space.
But this-- yeah, there's-- they're just dummy numbers.
>> Are you assuming to buy new stuff
for our faculty, 'cause we don't?
>> I'm sorry?
>> We don't buy any furniture for the faculty.
We just get what's there.
>> Yeah.
>> Actually for the most part for everybody.
>> Yeah. But this is just enough.
This is a place for--
>> Every number in here can be debated but that the space
on a particular has to be adjusted.
>> Well, cell phone is an interesting one.
Do we get cell phones?
>> Well, yeah, I was going to say,
I saw cell phones on here too.
So I was like, wow, is that in the budget prediction?
Cool.
>> No, I was just coming up with the template.
But I do need your feedback.
So, no, the answer to that question is
that cell phones are not [inaudible] but--
>> I need that stuff
>> It sounds like a tough [inaudible].
>> I can tell.
>> Yeah.
>> They were so nice to me [inaudible].
>> Yeah.
>> There we go--
>> But no.
Again, this is just a template, these are just dummy numbers.
I'm just trying to get the process
that everybody has talked about when it comes to the budget here
at the college into a written form.
And so, this is just the beginning.
OK. And again, please,
let me know whatever questions you have, if there are changes
to this that you think need to be done, if we need to talk
about the calendars to make sure that they all coincide
with each other, that would be great.
It was just a starting point for me to start.
>> Well, will the budget request be made public?
I mean, everybody can take a look at them
or is it going to be private?
>> They would be for the three areas.
And I think if I remember correctly, it was one area
that would get briefed
in provider recommendation was the IEC,
the second area is the PNP,
and then the third area was the BRAC.
So when you say public, if that's what you mean,
then those are the three groups before it was [inaudible].
>> A lot of people, they've had a request and they get denied
and next-- what happened to all the money?
Where did all the money go?
So then, I'm wondering if this system is going
to answer that question.
>> In my mind, they would get their budget request back
with either an approved or denied or a revised document.
And then on July 1st, or shortly thereafter, they would be able
to access in [inaudible] point their budget by call center.
>> So they won't be able to see other people's budget?
>> I'm sorry?
>> Because they would not be able
to see other people's budgets.
>> The budget book would still exist.
We have to do that.
So they would still be able see.
>> It's on that timeline then?
Like the-- I think that we're talking
about this disclosed [inaudible] and it's noted in there that's
like there would be the final revisions and that by--
in June, people would be able to see that final process.
So after it's already gone through IEC, PNP and BRAC,
then people would be able to find their own request
to that point 'cause it's all-- those are all [inaudible].
>> Well, I think you were saying to be able to see
where did the money go.
In other words, you're going to be--
your answer from your department.
[ Multiple Speakers ]
>> -- whatever but the same time I want
to know why you denied it, and you need to [inaudible].
>> Right.
>> Yeah, that's--
>> And who's going to be in charge of accepting
and rejecting proposals?
>> The three groups will make the recommendation
and then the area managers will have to,
for lack of a better word, justify why it is they feel
that they need those increases or new positions.
>> Right.
>> But I don't want to lose what we just said.
The budget book is a public document
that has to be published.
So that budget, that big book, 6 to 700 pages
that we get every year, we still have it.
So you could see who's getting the money just like you can now.
>> Yeah. Is that also posted on-- oh, I'm sorry.
>> No, go ahead.
>> No, no, no, [inaudible].
>> It is-- I think it is posted online.
>> It is posted online.
>> Yeah.
>> Yeah.
>> On the fiscal website.
>> Yeah.
>> Yeah. And then a book is put in the library
for public consumption three days before the board meets,
all that good stuff.
I'm sorry.
>> I was just-- in regards to the fact that we used to do most
of these, a couple of things
that we didn't ever do was the request for capital projects
and request for instructional technology
because they came a little later somehow,
and we used to request remodels through facilities directly
and if we wanted more computers, we'd go directly through IT.
And now, looks like they're full into here.
But one of the-- I mean, the first important step
for filling this out is finding
out how much a remodel would cost.
>> So, when that gets filled out and it's turned into fiscal
as part of the budget package, fiscal will actually pull
out all of those forms and take them to facilities and--
>> OK.
>> -- facilities and construction and they will break
down the cost for the type of request.
>> OK.
>> And if it's just an estimate at that point, but the way,
they can see how much it's going to cost and whether
or not there is enough for those requests--
>> OK.
>> -- or there's some that have to be denied
or there could be some adjustments made
to meet the dollar amount.
>> So we don't need to put-- to do the root background research
to put in the dollar amount when we submit our budgets?
>> I would not.
It's always good to put dollar amounts in.
>> Yeah.
>> So facilities has an idea of where to start
but they're really going to not pay attention to that,
they're going to pay attention to what it is
that you're requesting and that you need because they understand
who their vendors are,
they understand what the overhead cost is going to be,
and they're going to be able to kind of--
or they should be able to kind of come up with the best cost
with the product that you're looking at.
>> And they can relatively quickly cross something
out on a first [inaudible] basis based upon history
and what happens, so.
>> Yes. So, I'm just saying as a manager, you don't want us
to do that and after that.
Just submit the idea to you.
>> OK.
>> Yeah, so just to [inaudible].
>> OK.
>> One last thing.
>> One last thing.
>> I'm sorry.
>> Yeah.
>> Once, once you've made the changes and you put real numbers
in here, are you going to bring us back here so--
>> Yeah. We're going to bring this back at every meeting.
>> Yeah. OK.
>> Until we get it done.
>> OK.
>> So-- and any.
And then when it's done,
we're going to all recognize each trial and where it's going
to take a year or two or three
to finally get where it needs to be.
>> Yeah, 'cause if that sheet where I have the dummy numbers,
if it doesn't make sense, then I don't want to confuse people
by putting it in the package.
Because you're right, we have space
that when people are hired they go
into space that already exist.
We don't find new space for a new furniture or--
>> So for example, now that I know
that that page exists 'cause I had had looked at this myself
until this today, I'll sit down with Joe,
I'll sit down with Matthew [assumed spelling],
I'll sit down with Rubin [assumed spelling],
and as a group we'll sit down to look at that list together
and see if there-- what are rational numbers based upon what
we know right now.
And then we'll plot those numbers in.
So because-- so at the next meeting you'll,
you'll see another set of numbers.
>> Yup.
>> -- that will we think be a little bit more.
And you'll see classified and administrative there
that was not a purposeful slight on Joe's part here.
If the world he comes from administrative is not
on the operation side of the house.
>> Right.
>> And if you do have [inaudible].
>> He came to the Department of Mental Health.
This is showing I will help the [inaudible] to come here.
[ Inaudible Remark ]
>> When the door is locked, and the wall is padded.
>> Enough.
[ Inaudible Discussion ]
>> OK. So if you do have suggestions,
please let me know what they are so I can try to incorporate in--
incorporate them in the documents
and I'll track the changes
so you guys can see what those changes are.
OK?
>> So I think we should all congratulate Joe for taking
on this task and for [inaudible].
So good job, Joe.
>> Thank you very much.
>> Good job.
[ Applause ]
>> OK. So that was a good discussion.
Thank you very much.
So-- and really the only thing that I wanted to point out
and it's attached, and there's actually two reports
that speak the same thing is the revenue
at the state level continues to look good.
The projections are coming in much more closely to the--
the [inaudible] analyst office projection in terms
of increased revenues and not the governor's projection.
The governor is much more conservative.
So the current thinking is,
and I should have a much better sense of this
in a week 'cause I'm going to go to the fall conference
for the chief business officers next week in Oxnard.
But anyway, the general thinking is, is that come January
or February, the state is going to have much more revenue
to allocate than was projected.
Now, the governor will have two options with that money
to allocate it, actually three options to allocate it to K-12,
to the colleges, CSU, UC, public service agency, or to use it
to pay down state debt or some combinations.
OK? So, hopefully in January
when the governor reports his budget for '14-'15,
we will see two things.
One, additional revenue allocated for '13-'14,
so more money coming in to us.
And two, a brighter picture for '14-'15 going forward.
And if you look at the Prop 98 projections
and the Prop 30 projections and the like,
it should be the next few years should be decidedly better
than the past few years.
OK, so we'll have a better fix on that right
after the first of the year.
>> So this whole [inaudible].
>> Yeah, yeah, so that there could be some additional revenue
coming in that we can use for other things.
OK. Don't know.
Again, the state could decide to use that to buy
down referral money, and if they do that, we get cash.
It's not ongoing cash but it's basically money that's owed us.
So there's all kinds of scenarios
that could be very positive for the college going forward.
That's just one indicator of that.
So any questions, comments, then [inaudible] agenda items?
Does anybody-- would anybody like to consider
to [inaudible] agenda items?
>> I just want to make a comment--
>> Yes, sir.
>> -- about something I told you earlier.
I'm very concerned about the whole situation at school.
Remember you make the comment they're likely to [inaudible]
and will come to the same position and by the way,
Mr. [inaudible] all that he used to--
they used to do this if you know what I mean is.
Everybody thinks we have new ideas.
I'm sorry.
This is great.
But at the end, we're going to the same--
we're going to the same because some things won't--
oh, I think, they would work,
then the world turns the same way,
if it goes a little bit off, everything goes bad.
So yeah, we come with our new ideas.
Sometimes, they don't work no matter what you do,
the only thing we can do with the new idea is
to make them better that-- or ideas making better.
But it's not like we're discovered by the world.
>> Yeah.
>> So that's all I want to say because I talked to him earlier
about the situation that new people comes with new ideas
and with that, we already went through that.
It doesn't work but we insist then.
OK, let's hear this guy.
No, we already did it.
Or let's hear this person.
He has a good idea.
No, we already did it and it didn't work.
So that's why--
>> Same old book, new cover, however, we're trying to--
we're trying to improve upon--
>> Exactly.
>> -- the old book.
Yes, John.
>> Things we are doing differently are things
like our Pathways Programs, our College One programs are focused
on students, are focused on getting to them
at the basic skills level as soon as possible
so that they can be successful and there's a lot less waste.
And the efforts we make, putting our hearts into it
and our creative ideas focused on students.
Those are the things that we need
to change and we are changing.
>> Good. Excellent.
OK, any other comments?
And there's not.
I'll entertain a motion to adjourn.
>> Someone would--
>> OK. The notes are very good.
[ Inaudible Remark ]
Austin, second.
Thank you.
>> All right, thank you all very,
very much for being here today.