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2011 MCCCD AAP 2011 AFFIRMATIVE ACTION PROGRAM FOR MINORITIES AND WOMEN

2011 AFFIRMATIVE ACTION PROGRAM - Rio Salado … SaladoCollege Self...5 2011 MCCCD AAP SECTION I. ORGANIZATIONAL PROFILE AND METHODOLOGY Maricopa County Community College District

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Page 1: 2011 AFFIRMATIVE ACTION PROGRAM - Rio Salado … SaladoCollege Self...5 2011 MCCCD AAP SECTION I. ORGANIZATIONAL PROFILE AND METHODOLOGY Maricopa County Community College District

2011 MCCCD AAP

2011 AFFIRMATIVE ACTION PROGRAM

FOR

MINORITIES AND WOMEN

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2011 MCCCD AAP

PURPOSE AND SCOPE OF THIS PROGRAM

As required by its covered federal contracts, MCCCD has developed this Affirmative Action Program in

accordance with the implementing regulations for Executive Order 11246, as amended, that are set forth

in 41 CFR 60-2.

This program is designed to systematically ensure that MCCCD nondiscrimination policy is fully

implemented in all of its personnel decisions through the use of personnel activity data to identify and

correct problem areas or potential impediments to genuine equal employment opportunity for all of its

applicants and employees.

The annual placement rate goals contained in this program will not be implemented, and should not be

interpreted as quotas or as an admission or indication that MCCCD has discriminated against minorities

or women. Instead these goals are intended to be realistic and reasonable measurements of how well

MCCCD‗s recruitment policies and practices produce qualified applicant pools that reasonably reflect

minority and female availability estimates, and whether its selection procedures and practices are

demonstrably job related and nondiscriminatory.

The goals are complemented by action oriented commitments and internal monitoring of application,

selection, promotion, and retention rates that will highlight job groups and organizational units, for which

the data identifies potential equal opportunity problems or impediments from which additional analysis

and appropriate actions will be undertaken, as appropriate.

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TABLE OF CONTENTS Section Title

I. Organizational Profile and Methodology

II. Job Group Analysis

III. Comparison of Incumbents to Availability

IV. Placement Objectives

V. Analyses of Personnel Activity data, Policies and Procedure

A. Current Employees By Job Group

B. Minority And Female Applicants By Faculty/Employee Group

C. New Hire Rates By Faculty/Employee Group, Gender, Race, and Ethnicity

D. Promotion Rates By Type, Faculty/Employee Group, Gender, Race, and Ethnicity

E. Termination/Retention Rates By Type, Gender, Race, and Ethnicity

F. Analysis Of Compensation Policies, Procedures and Practices

G. Personnel Procedures

H. Other Areas That Might Impact The Success Of This Program

VI. Action Oriented Programs

A. Employee Recruitment

B. Programs To Engage Internal and External Diverse Communities

C. Training and Informational Programs

VII. 2011 Action Plan

A. 2011 Action Plan to Achieve Established Goals and Objectives

B. 2011 Action Plan To Correct Recordkeeping Deficiencies

C. Action Plan In Response To 2009-2010 Personnel Activity Data

D. 2011 Action Plan to Address Other Areas Impacting the Success of this

Program

VIII. Monitoring and Reporting Systems

A. Monitoring of Personnel Records

B. Internal Reporting

C. Review of Reports

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D. Ensuring Program Effectiveness

IX. Designation of Responsibility

X. Exhibit A – Workforce Analysis

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SECTION I. ORGANIZATIONAL PROFILE AND METHODOLOGY

Maricopa County Community College District (MCCCD) is a community college district established

pursuant to A.R.S. Section 15-1401 /et seq/. MCCCD consists of 10 colleges (Chandler-Gilbert, Estrella,

GateWay, Glendale, Mesa, Paradise Valley, Phoenix, Rio Salado, Scottsdale, and South Mountain) and

the District Office that serve nearly 300,000 students.

MCCCD, one of the nation‘s largest community college systems, is headed by Chancellor Rufus Glasper.

Reporting directly to him are the presidents of each of the colleges and the vice chancellors of Academic

and Student Affairs, Business Services, Community Relations, Human Resources, and Information

Technology.

MCCCD has elected to use a workforce analysis (Exhibit A) which consists of listings of job titles as they

appear in its payroll records ranked from the highest paid to the lowest paid within each department or

other similar organizational unit, and showing the wage rate or salary range, total number of incumbents

and the total number of incumbents by race/ethnicity and sex, including departmental or unit supervision.

Methodology:

MCCCD data on employees are centralized and maintained in PeopleSoft. All employee data used in this

report emanated from the PeopleSoft database. Data was analyzed on Board-approved employees

including short-term (one-year-only and one-semester-only) and part-time employees, including adjuncts.

No temporary employees were included in the analyses. A ―snapshot‖ of the workforce, taken on October

1, 2010, was used for the Workforce Analysis and the incumbent data. The applicant, hiring, promotion

and separation data used was for the period of October 1, 2009 to September 30, 2010.

On October 1, 2010, there were 4380 Board-approved MCCCD employees (minus adjuncts). Whites

represent 70% (3047) of the workforce. Minorities constituted 1333 (30%) of MCCCD‘s total workforce

which included 280 (6%) African Americans, 814 (19%) Hispanics, 80 (2%) Native Americans, and 159

(4%) Asian Pacific Islanders. 2577 (59%) were female and 1803(41%) were male.

The total adjunct numbers on October 1, 2010 were 4476. Minorities constituted 682 (15%) of the

adjuncts which included 179 African Americans, (4%), 317 (7%) were Hispanic, 28 (1%) were Native

American and 140 (3%) were Asian Pacific Islander. 2456 (55%) were female and 2020 (45%) were

male.

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SECTION II. JOB GROUP ANALYSIS

MCCCD has established Faculty and Employee Groups for the purpose of comparing the representation

of minorities and women in each group with their estimated availability. These groups correspond to the

job groups called for in the OFCCP‘s regulations in that they are similar with regard to content, wage

rates, and opportunities.

MCCCD Grade Equivalent AAP Job Group Names

Grade 25 - Chancellor‘s Executive Council Executive Administrators

MAT Grades 19 – 21 Upper Managers and Administrators (MAT)

MAT Grades 15 – 18 Middle MAT

MAT Grades 13 – 14 & High School Teachers Lower MAT

MAT Computer Technology (MAT technology

employees < Grade 17) MAT Computer Technology

PSA Grades 9 – 10 Upper Professional/Clerical Staff (PSA)

PSA Grades 5 – 8 Middle PSA

PSA Grades < 4 Lower PSA

All Grades of PSA Computer Technology PSA Computer Technology

All College Safety College Safety

Maintenance & Operations (Grades 8 – 10) Upper Maintenance & Operations

Maintenance & Operations (Grade 3-7) Lower Maintenance & Operations

All Crafts Crafts

Athletic Specialists Athletic Specialists

Skills Center AAP Employee Group Names

Grades 840 – 710 Upper MAT

Grades 630 – 610 Mid MAT

Grades 520 – 510 Lower MAT

Grades 430 – 410 Upper PSA

Grades 330 – 310 Mid PSA

Grades 230 – 210 Lower PSA

Grades 130 – 110 Depends on employee group (M&O, etc.)

Residential Faculty - Art, Music and Drama

Residential Faculty - Business

Residential Faculty – English and Communication

Residential Faculty - Health Care and Wellness/P.E.

Residential Faculty - Math and Computer Science

Residential Faculty – Science

Residential Faculty - Social Science

Residential Faculty – Education and Counseling

Residential Faculty – Vocational and Technical

Residential Faculty – Librarian

Residential Faculty – Humanities and Foreign Language

Adjunct Faculty - Art, Music and Drama

Adjunct Faculty - Business

Adjunct Faculty - English

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Adjunct Faculty - Health Care and Wellness/P.E.

Adjunct Faculty - Math and Computer Science

Adjunct Faculty – Science

Adjunct Faculty - Social Science

Adjunct Faculty – Education and Counseling

Adjunct Faculty – Vocational and Technical

Adjunct Faculty – Librarian

Adjunct Faculty – Humanities and Foreign Language

SECTION III. COMPARISON OF INCUMBENCY TO AVAILABILITY

As required by the regulations at 41 CFR 60-2.14 (b), MCCCD has computed availability estimates for

minorities and women for each job group. The OFCCP‘s regulations, policies, and standards for

acceptability require that availability estimates for each job group be based on (1) the percentage of

minorities or women with requisite skills in a reasonable recruitment area and/or (2) the percentages of

minorities and women among those promotable, transferable, and trainable within the organization.

The regulations also require federal contractors to use the most recent U.S. Census data to estimate how

many women and members of ethnic minority groups were employed in the same or similar jobs in the

recruitment area for that job group and these estimates are based solely on occupational participation data

from the current EEO Special Census file. For this current AAP, national higher education availability

was used for the recruitment area for executives and faculty. For managers & administrators, and

technology positions a formula of 50% national/50% local was used. Local data was used for all other

staff positions and adjuncts.

The recruitment area for job groups for which recruitment to fill openings is conducted nationally is the

United States. For job groups for which recruitment efforts are made locally, the recruitment area is the

Phoenix-Mesa MSA (Metropolitan Statistical Area). The weight given to labor market areas, local and/or

national is based on available data indicating the geographic areas from which applicants have applied

and MCCCD‘s recruitment programs and objectives.

The following section contains a comparison for each faculty and employee of the current percentages of

minorities and women employed and the external availability data recommended in the OFCCP‘s

regulations.

COMPARISON OF MINORITY AND WOMEN INCUMBENTS TO EXTERNAL

AVAILABILITY DATA

Job/Faculty Group Minority

Representation

Minority

Ext. Availability

Female

Representation

Female Ext.

Availability

Executives 7 (47%) 11% 7 (47%) 19%

Upper Level Managers & Administrators (MAT) 38 (26%) 17% 72 (50%) 44%

Mid Level MAT 131 (31%) 20% 268 (62%) 59%

Lower Level MAT 83 (34%) 22% 148 (60%) 63%

Athletic Specialists 7 (18%) 19% 12 (32%) 29%

MAT Computer Technology 37 (19%) 21% 52 (27%) 30%

PSA Computer Technology 38 (33%) 20% 31 (27%) 33%

Upper Level Staff (PSA) 278 (40%) 23% 535 (76%) 71%

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Mid Level PSA 223 (37%) 25% 483 (81%) 73%

Lower Level PSA 21 (46%) 28% 38 (83%) 81%

Crafts 14 (26%) 36% 1 (2%) 2%

Upper Maintenance & Operations 85 (63%) 61% 52 (38%) 24%

Lower Maintenance & Operations 37 (47%) 41% 7 (9%) 14%

College Safety 17 (26%) 26% 7 (11%) 37%

Residential Faculty – Art, Music & Drama 11 (13%) 20% 34 (40%) 46%

Adjuncts – Art, Music & Drama 40 (13%) 23% 152 (48%) 50%

Residential Faculty – Business 22 (28%) 20% 45 (56%) 46%

Adjuncts – Business 79 (16%) 23% 227 (46%) 50%

Residential Faculty – English & Communication 54 (22%) 20% 162 (67%) 46%

Adjuncts- English & Communication 78 (13%) 23% 433 (72%) 50%

Residential Faculty – Health Care & Wellness/P.E. 24 (11%) 20% 176 (83%) 46%

Adjuncts – Health Care & Wellness/P.E. 84 (14%) 23% 402 (65%) 50%

Residential Faculty – Math & Computer Science 35 (16%) 20% 90 (42%) 46%

Adjuncts – Math & Computer Science 48 (13%) 23% 159 (43%) 50%

Residential Faculty – Science 35 (17%) 20% 90 (48%) 46%

Adjuncts – Science 43 (11%) 23% 160 (42%) 50%

Residential Faculty – Social Science 31 (26% 20% (63) 53% 46%

Adjuncts – Social Science 57 (17%) 23% 203 (61%) 50%

Residential Faculty – Education & Counseling 37 (45%) 20% 59 (72%) 46%

Adjuncts – Education & Counseling 76 (24%) 23% 262 (83%) 50%

Residential Faculty – Vocational & Technical 23 (14%) 20% 72 (43%) 46%

Adjuncts – Vocational & Technical 51 (12%) 23% 123 (30%) 50%

Residential Faculty – Librarian 13 (25%) 20% 38 (72%) 46%

Adjuncts – Librarian 10 (24%) 23% 31 (76%) 50%

Residential Faculty – Humanities & Foreign

Language 32 (43%)

20% 35 (47%)

46%

Adjuncts – Humanities & Foreign Language 52 (19%) 23% 134 (50%) 50%

Based on these comparisons, MCCCD has concluded there are significantly fewer minorities currently

employed in its Health Care & Wellness/P.E. Residential Faculty group and its Vocational & Technical

Residential Faculty group than their representation in the same jobs in the same labor market areas. The

comparisons also indicate there are significantly fewer women currently employed in its College Safety

employee group than their representation in similar jobs in the immediate local labor area. Although the

difference between their representation and external data is not statistically significant, MCCCD employs

only one (1) female out of 55 Crafts employees.

Based on the comparisons between current adjuncts and availability, there are significantly few minorities

employed in the following areas than can reasonably be expected in the same local market area: Art,

Music & Drama; Business, English and Communication; Health Care and Wellness/P.E.; Math and

Computer Sciences; Science; Social Science; and Vocational and Technical. The comparisons also

indicate there are significantly few female adjuncts in the Math & Computer Science, Science, and

Vocational & Technical disciplines. Although not statistically significant, there is a difference between

current number of adjuncts and local availability of women in Business.

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COMPARISON OF AFRICAN AMERICAN & HISPANIC INCUMBENCY TO EXTERNAL

AVAILABILITY DATA

Job/Faculty Group

African

American

Representation

African

American

Ext.

Availability

Hispanic

Representation Hispanic

Ext. Availability

Executives 2 (13%) 2% 4 (27%) 3%

Upper Level Managers & Administrators (MAT) 15 (10%) 6% 20 (14%) 7%

Mid Level MAT 31 (7%) 7% 81 (19%) 8%

Lower Level MAT 14 (6%) 6% 56 (23%) 9%

Athletic Specialists 2 (5%) 7% 3 (8%) 8%

MAT Computer Technology 9 (5%) 5% 13 (7%) 5%

PSA Computer Technology 6 (5%) 4% 21 (18%) 9%

Upper Level Staff (PSA) 70 (10%) 4% 163 (23%) 14%

Mid Level PSA 39 (7%) 4% 142 (24%) 15%

Lower Level PSA 2 (4%) 4% 18 (39%) 19%

Crafts 0 (0%) 2% 14 (26%) 30%

Upper Maintenance & Operations 7 (5%) 4% 70 (52%) 53%

Lower Maintenance & Operations 4 (5%) 2% 31 (40%) 32%

College Safety 7 (11%) 7% 7 (11%) 14%

Residential Faculty – Art, Music & Drama 1 (1%) 6% 4 (5%) 5%

Adjuncts – Art, Music & Drama 14 (4%) 4% 16 (5%) 8%

Residential Faculty – Business 7(9%) 6% 8 (10%) 5%

Adjuncts – Business 24 (5%) 4% 39 (8%) 8%

Residential Faculty – English & Communication 17 (7%) 6% 27 (11%) 5%

Adjuncts – English & Communication 30 (5%) 4% 39 (6%) 8%

Residential Faculty – Health Care & Wellness/P.E. 10 (5%) 6% 9 (4%) 5%

Adjuncts – Health Care & Wellness/P/E/ 23 (4%) 4% 36 (6%) 8%

Residential Faculty – Math & Computer Science 5 (2%) 6% 22 (10%) 5%

Adjuncts – Math & Computer Science 7 (2%) 4% 21 (6%) 8%

Residential Faculty – Science 6 (3%) 6% 14 (7%) 5%

Adjuncts – Science 9 (2%) 4% 13 (3%) 8%

Residential Faculty – Social Science 9 (8%) 6% 13 (11%) 5%

Adjuncts – Social Sciences 19 (6%) 4% 26 (8%) 8%

Residential Faculty – Education & Counseling 9 (11%) 6% 24 (29%) 5%

Adjuncts – Education & Counseling 27 (9%) 4% 39 (12%) 8%

Residential Faculty – Vocational & Technical 6 (4%) 6% 15 (9%) 5%

Adjuncts – Vocational & Technical 16 (4%) 4% 28 (7%) 8%

Residential Faculty – Librarian 1 (2%) 6% 7 (13%) 5%

Adjuncts – Librarian 1 (2%) 4% 7 (17%) 8%

Residential Faculty – Humanities & Foreign

Language 1 (1%) 6% 28 (37%) 5%

Adjuncts – Humanities & Foreign Language 6 (2%) 4% 29 (11%) 8%

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Based on these comparisons, MCCCD has concluded there are significantly fewer African Americans

Residential Faculty than their representation in the same jobs in the same labor market areas in the

following groups: Math & Computer Science; Science; and Humanities & Foreign Languages. Although

the differences are not statistically significant, there is only one African American Residential Faculty in

Music & Drama.

With respect to adjunct faculty, there were significantly fewer African Americans in Math & Computer

Science than can be expected in local labor market. Although not statistically significant, there are fewer

African American adjunct faculty in the Science discipline.

Although not statistically significant, MCCCD does not currently employ any African Americans among

its 55 Craft workers.

There are statistically significant fewer Hispanics employed as adjunct faculty in Art, Music & Drama;

Health Care and Wellness/P.E.; and the Science disciplines. Although not statistically significant, there

are fewer Hispanics as adjuncts in the English & Communication and Math & Computer Science

disciplines.

COMPARISON OF NATIVE AMERICAN & ASIAN PACIFIC ISLANDER INCUMBENCY TO

EXTERNAL AVAILABILITY DATA

Job/Faculty Group

Native

American

Representation

Native

American

Availability

Asian

Pacific Islander

Representation

Asian Pacific

Islander

Availability

Executives 0 (0%) 1% 1 (7%) 4%

Upper Level Managers & Administrators (MAT) 0 (0%) 1% 3 (2%) 2%

Mid Level MAT 4 (0.9%) 1% 15 (4%) 3%

Lower Level MAT 3 (1%) 2% 10 (4%) 4%

Athletic Specialists 0 (0%) 1% 2 (5%) 3%

MAT Computer Technology 3 (2%) 1% 12 (6%) 9%

PSA Computer Technology 4 (3%) 2% 7 (6%) 3%

Upper Level Staff (PSA) 21 (3%) 2% 24 (3%) 2%

Mid Level PSA 20 (3%) 3% 22 (4%) 3%

Lower Level PSA 1 (2%) 2% 0 (0%) 1%

Crafts 0 (0%) 3% 0 (0%) 1%

Upper Maintenance & Operations 3 (2%) 2% 5 (4%) 1%

Lower Maintenance & Operations 1 (1%) 1% 1 (1%) 6%

College Safety 1 (2%) 3% 2 (3%) 1%

Residential Faculty – Art, Music & Drama 1 (1%) 1% 5 (6%) 8%

Adjuncts – Art, Music & Drama 2 (1%) 1% 8 (3%) 9%

Residential Faculty – Business 3 (4%) 1% 4 (5%) 8%

Adjuncts - Business 1 (0%) 1% 15 (3%) 9%

Residential Faculty – English & Communication 4 (2%) 1% 6 (3%) 8%

Adjuncts – English & Communication 1 (0%) 1% 8 (1%) 9%

Residential Faculty – Health Care & Wellness/P.E. 3 (1%) 1% 2 (1%) 8%

Adjuncts – Health Care & Wellness/P.E. 2 (0%) 1% 23 (4%) 9%

Residential Faculty – Math & Computer Science 1 (1%) 1% 7 (3%) 8%

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Adjuncts – Math & Computer Science 0 (0%) 1% 20 (5%) 9%

Residential Faculty – Science 1 (1%) 1% 14 (7%) 8%

Adjuncts – Science 0 (0%) 1% 21 (6%) 9%

Residential Faculty – Social Science 2 (2%) 1% 7 (6%) 8%

Adjuncts – Social Science 6 (2%) 1% 6 (2%) 9%

Residential Faculty – Education & Counseling 2 (2%) 1% 2 (2%) 8%

Adjuncts – Education & Counseling 4 (1%) 1% 6 (2%) 9%

Residential Faculty – Vocational & Technical 1 (1%) 1% 1 (1%) 8%

Adjuncts – Vocational & Technical 2 (1%) 1% 5 (1%) 9%

Residential Faculty – Librarian 1 (2%) 1% 4 (8%) 8%

Adjuncts – Librarian 1 (2%) 1% 1 (2%) 9%

Residential Faculty – Humanities & Foreign

Language 0 (0%) 1% 3 (4%) 8%

Adjuncts – Humanities & Foreign Language 5 (2%) 1% 12 (5%) 9%

With respect to adjunct faculty, there were statistically significant differences between the number of

current Native American adjuncts and those available in the local market area in the English &

Communication, Math & Computer Science, and Science discipline areas. While not statistically

significant, there are few Native Americans in the Health Care & Wellness/P.E. area than can be

expected.

It should be noted that no Native Americans are currently employed as Executive Administrators, Upper

Level MAT, Athletic Specialists, Crafts, Residential Faculty in Humanities and Foreign Languages, or

adjuncts in the Math & Computer Science and Science disciplines.

There are statistically significant fewer Asian Pacific Islanders employed in the Residential Faculty in

English and Communication, Health Care and Wellness/P.E., Math and Computer Science, and

Vocational and Technical Faculty and adjuncts in English & Communication, Health Care &

Wellness/P.E., Math & Computer Science, Science, Education & Counseling, and Vocational &

Technical discipline areas than can reasonably be expected by their external availability. Although the

differences are not statistically significant, there are fewer Asian Pacific Islanders in Lower Maintenance

and Operations than can be expected in the local market area.

SECTION IV. PLACEMENT OBJECTIVES

As required by the regulations at 41 CFR 60-2.16, MCCCD has established the following annual

placement rate goals for each job group in which the representation of minorities or women is less than

can reasonably be expected by their availability.

Job Group Annual Placement Rate Goal

For Minorities

Annual Placement Rate

Goal For Women College Safety 37% (currently 11%)

Residential Faculty--Health Care and

Wellness/P.E. 20% (currently 11%)

Residential Faculty – Vocational and

Technical 20% (currently 14%)

Adjunct Faculty – Art, Music & Drama 23% (currently 13%)

Adjunct Faculty – Business 23% (currently 16%)

Adjunct Faculty – English & Communication 23% (currently 13%)

Adjunct Faculty – Health Care & Wellness 23% (currently 14%)

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Adjunct Faculty – Math & Computer Science 23% (currently 13%) 50% (currently 43%)

Adjunct Faculty – Science 23% (currently 11%) 50% (currently 42%)

Adjunct Faculty – Vocational & Technical 23% (currently 12%) 50% (currently 30%)

Job Group

Annual

Placement Rate

Goal For

African

Americans

Annual

Placement

Rate Goal For

Hispanics

Annual

Placement

Rate Goal For

Native

Americans

Annual

Placement

Rate

Goal For

Asian Pacific

Islanders Residential Faculty – English &

Communication

8% (currently 3%)

Residential Faculty – Health Care &

Wellness/P.E.

8% (currently 1%)

Residential Faculty – Math & Computer

Science

6% (currently 2%) 8% (currently 3%)

Residential Faculty – Science 6% (currently 3%)

Residential Faculty – Humanities & Foreign

Languages

6% (currently 1%)

Residential Faculty – Vocational & Technical 8% (currently 1%)

Adjunct Faculty – Art, Music & Drama 8% (currently 5%)

Adjunct Faculty – English & Communication 1% (currently 0%) 9% (currently 1%)

Adjunct Faculty – Health Care & Wellness 8% (currently 6%) 9% (currently 4%)

Adjunct Faculty – Math & Computer Science 4% (currently 2%) 1% (currently 0%) 9% (currently 5%)

Adjunct Faculty – Science 8% (currently 3%) 1% (currently 0%) 9% (currently 6%)

Adjunct Faculty – Education & Counseling 9% (currently 2%)

Adjunct Faculty – Vocational & Technical 9% (currently 1%)

These annual placement rate goals will not be implemented and should not be interpreted to be quotas or

an admission or indication that MCCCD has discriminated against minorities or women. Instead, these

goals are intended to be realistic and reasonable measurements of how well MCCCD‗s recruitment

policies and practices produce qualified applicant pools that reasonably reflect availability estimates, and

whether its selection procedures and practices are demonstrably job related and nondiscriminatory.

The goals are complemented by action-oriented commitments and the internal monitoring of application,

selection, promotion, and retention rates that will highlight job groups for which the data identifies

potential equal opportunity problems or impediments from which additional analysis and appropriate

actions will be undertaken, as appropriate.

SECTION V. ANALYSES OF PERSONNEL ACTIVITY DATA, POLICIES

AND PROCEDURES

A. Current Employees By Job Group

1. There are statistically significant fewer minorities currently employed in College Safety and

the Residential Health Care & Wellness/P.E. and Vocational & Technical Faculty group

and adjuncts in Art, Music & Drama; Business; English & Communication; Math &

Computer Science; Science; Health Care and Wellness; and Vocational and Technical than

their representation in similar jobs in the labor market areas.

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2. There statistically significant fewer women currently employed in the College Safety and as

adjunct faculty in Math & Computer Science, Science, and Vocational & Technical than

their representation in similar jobs in the labor market areas.

3. There are statistically significant fewer African Americans employed as Math & Computer

Science, Science and Humanities & Foreign Language Residential Faculty than are

available nationally.

4. There are statistically significant fewer Hispanics employed as adjuncts in Art, Music &

Drama, Health Care & Wellness, and Science than are available locally.

5. There are statistically significant fewer Native Americans employed as adjuncts in English &

Communication, Math & Computer Science, and Science than are available locally.

6. There are statistically significant fewer Asian Pacific Islanders employed in the Residential

Faculty in English & Communication, Health Care & Wellness/P.E., Math & Computer

Science and Vocational and Technical Faculty than are available nationally and significantly

fewer Asian Pacific Islander adjunct faculty in English & Communication, Health Care &

Wellness, Math & Computer Science, Science, Education & Counseling, and Vocational

& Technical disciplines than are available locally.

7. Although the difference between their representation and external data is not statistically

significant, MCCCD employs only 1 female out of 55 Crafts employees and have fewer

number of female adjuncts in Business than are available locally.

8. Although the differences are not statistically significant, MCCCD currently employs only 1

African American out of 86 Residential Art, Music & Drama faculty, does not currently

employ any African American Craft workers out of 55, employs only 1 African American

adjunct librarian, 1 adjunct faculty in Humanities & Foreign Language, and only 2% of

the adjunct Science faculty are African American.

9. Although the differences are not statistically significant, MCCCD employs fewer Hispanics as

adjunct faculty in English & Communication and Math & Computer Sciences than are

available locally.

10. Although the differences are not statistically significant, MCCCD employs fewer Asian Pacific

Islanders in Lower M&O than are available locally and fewer Asian Pacific Islander

Education & Counseling Residential Faculty than are available nationally.

11. There are no Native Americans currently employed in the Executive Administrators, Upper

Level MAT, Athletic Specialists, Crafts, Residential faculty in Humanities & Foreign

Language, or as adjuncts in Math & Computer Science and Science.

B. Minority and Female Applicants By Faculty/Employee Group

Only posting/searches that resulted in a successful hire were in included in the analyses of the hires

and applicants. By OFCCP guidelines, applicants are defined as individuals who met minimum

qualifications, identified their race and gender, and did not remove themselves from the search.

1. During the period of October 1, 2009 through September 30, 2010, MCCCD had 3508

applicants. 2434 (69%) were women and 1074 (31%) were men.

2. 2416 (69%) of the 3508 applicants were White and 1092 (31%) of the applicants were members

of minority groups including 505 (14%) Hispanics, 177 (5%) Asian Pacific Islander, 307 (9%)

African Americans, and 103 (3%) Native Americans.

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3. 1339 (38%) of the 3508 application were for Residential faculty positions. 433 (32%) were

men, 906 (68%) were women. 1037 (77%) applicants were White and 302 (23%) were members

of minority groups including 95 (7%) African American, 112 (8%) Hispanic, 73 (5%) Asian

Pacific Islander and 22 (2%) Native Americans residential faculty applicants during this period.

Though not necessarily at a statistically significant level, the following disciplines had less

applicants than availability:

Females in Vocational & Technical

Minorities in Art, Music & Drama

African Americans in Art, Music & Drama; Math & Computer Sciences; Science; Social

Science

Asian Pacific Islanders in English & Communication, Health Care & Wellness, Social

Science, Vocational & Technical

4. 535 (15%) of the 3508 applications were for Executive level and MAT positions. 376 (70%) of

the applicants were White, 269 (50%) males and 266 (50%) female. 159 (30%) were members of

minority groups including 66 (12%) Hispanics, 27 (5%) Asian Pacific Islander, 55 (10%) African

Americans, and 11 (2%) Native Americans.

5. 1550 (44%) of the 3508 applications during the period were for posted Staff openings. 1461

(94%) of the staff applications were for PSA, 17 (1%) Crafts, 16 (1%) Maintenance and

Operations, and 56 (4%) College Safety officers. 1240 (80%) were female, 310 (20%) male.

944 (61%) were White and 606 (39%) were from minority groups that included, 154 (10%)

African Americans, 317 (20%) Hispanics, 66 (4%) Asian Pacific Islander and 69 (4%) Native

American.

6. 84 (2%) of the 3508 applicants were for technology position during the period. 19 (23%) were for

PSA Computer Technology and 65 (77%) for MAT Computer Technology. 22 (26%) were

female, 62 (74%) male. 59 (70%) were White and 25 (30%) were from minority groups that

included, 3 (4%) African Americans, 10 (12%) Hispanics, 11 (13%) Asian Pacific Islander and

1(1%) Native American.

7. 2 postings for Craft openings yielded 17 total applicants who met minimum qualifications that

included 4 minority applicants, 1 (6%) African American and 3 (18%) Hispanic applicants (below

availability). There were no Asian Pacific Islander, no Native American applicants and no female

applicants out of 17 applicants.

8. Out of 3 postings for Lower M&O openings, there were 7 minority applicants out of 10 total

applicants, 1 (10%) African American, 5 (50%) Hispanic, and 1 (10%) Asian Pacific Islander

applicants. There were no Native American or female applicants.

9. Out of 1 posting for Lower PSA openings, there were no Asian Pacific Islander, African

American, and Native American applicants.

10. Of the 2 postings for PSA Computer Technology there were a totally of 19 applicants who met

minimum qualifications. Of these, 4 (21%) were Hispanic, 2 (11%) Asian Pacific Islander, no

African Americans, and no Native Americans.

11. Of the single Upper M&O position that was posted, there were a total of 6 applicants which

included 4 minority applicants -- 3 (50%) Hispanic and 1 (17%) Native American applicants.

There were no Asian Pacific Islander, African American or female applicants.

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C. New Hire Rates By Faculty/Employee Group, Gender, Race, and Ethnicity (See table above)

1. During the period of October 1, 2010 through September 30, 2010, MCCCD hired 222

employees. 132 (59%) were women and 90 (41%) were men. As mentioned earlier, women

represented 69% of the applicants and men represented 31% of the applicants during this

period. From first look, it appears women were hired in lesser proportions than those who

applied. However, the majority of the postings were for clerical/support positions and

approximately 86% of the applications for clerical positions were received from women.

Women currently represent 73%-81% of the clerical/support staff.

2. 160 (72%) of the 221 hires were White and 62 (28%) were members of minority groups

including 39 (18%) Hispanics, 9 (4%) Asian Pacific Islander, 8 (4%) African Americans, and 6

(3%) Native Americans.

3. 37 of the 221 hires were residential faculty. 14 (38%) of the residential faculty hires were men,

23 (62%) were women. 33 (89%) of the residential faculty hires were White (19 females, 14

males). 3 (8%) of the residential faculty hires were African American females and none were

African American males. 1 (3%) Hispanic female was hired and none of the Hispanic males

who met minimum qualifications for residential faculty openings were hired. None of the

Asian Pacific Islander and none of the Native American applicants who met minimum

qualifications for residential faculty openings were hired. There is no statistically significant

indicator that minorities were adversely impacted in the faculty discipline-based searches. The

EEO compliance office of MCCCD reviewed the search files and found that MCCCD search

procedures were followed, that documented job-related reasons were used to justify the hiring

decisions, and that was no disparate treatment occurred.

4. MCCCD hired 3 Executive level employees, all of whom were White (2 males and 1 female).

5. 182 of the 222 hires were staff employees: 62 MAT (30 females), 103 PSA (77 females), 2

Crafts workers (no females), 5 Maintenance and Operations (1 female), and 10 College Safety

officers (no females). 108 (59%) were female, 74 (41%) were male. 124 (68%) were White

and 58 (32%) were from minority groups that included, 5 (3%) African Americans, 38 (21%)

Hispanic, 9 (5%) APIs, 6 (2%) Native Americans.

The data indicate adverse impact against female and African American applicants for Middle

PSA hiring opportunities during this period. Specifically, there were statistically significant

differences between the number and percentages of applicants versus the number and

percentages of hires in Middle PSA.

Middle PSA women – There were 908 applicants (127 males and 781 females) who

met minimum requirements for 53 postings/hires (39 females and 14 men). The

selection rate for males was 11% while for women the selection rate was 5% thus

resulting statistically in an adverse impact for women. However, when the job group

data were analyzed by job title, it revealed there were only two job titles (Science Lab

Technician and Photo Ceramic Lab Technician) for which the selection rate of men was

higher than women but the data was neither statistically nor practically significant, and

the data being insufficient, to conclude adverse impact occurred. While not significant,

MCCCD will monitor these two job titles over two years to see if the differences

become statistically different.

Middle PSA African Americans - There were 572 White and 89 African American

applicants who met minimum qualifications. 38 Whites and 1 African American was

hired. Thus, the selection rate for Whites was 7% while the selection rate for African

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Americans was 1%. However, further analyses by job title revealed only 2 job

groups/titles with a significant number of African American applicants—Financial Aid

Technician and 5 clerical/support titles. 15 African Americans applied for the one

financial aid technician opening which is neither statistically or practically significant,

and the data being insufficient to conclude adverse impact occurred. The majority (69)

of African Americans applied for clerical/support positions of which none were hired.

Whites were hired at a 3% rate, Asian Pacific Islanders at a 6% rate, Hispanics at a 3%

rate and no Native Americans were hired. The EEO compliance office of MCCCD

reviewed the search files and found that MCCCD search procedures were followed,

that documented job-related reasons were used to justify the hiring decisions, and that

was no disparate treatment occurred.

D. Promotion Rates By Type, Faculty/Employee Group, Gender, Race, and Ethnicity

MCCCD has not established a formal definition of a ―promotion.‖ For the purposes of this analysis and

in order to be able to appropriately respond to requests from the OFCCP for promotion data, a

―promotion‖ has been defined as ―any employment action that upgrades an employee‘s title, status or

pay.‖ MCCCD‘s records indicate that promotions meeting this definition occur through internal postings,

external postings, reclassifications, administrative reassignments, and temporary reassignments.

Using this definition, 245 employees were promoted during the period of October 1, 2009 through

September 30, 2010. 173 (71%) of the employees who were promoted during the period were women

and 72 (29%) were men. Women constitute approximately 59% of MCCCD‘s workforce and men 41%.

150 (61%) of the promoted employees were White and 95 (39%) were members of federal government

defined minority groups, including 62 (25%) Hispanics, 20 (8%) African Americans, 6 (2%) APIs, and 7

(3%) Native Americans. The District workforce is comprised of 69% Whites, 19% Hispanics, 6% African

Americans, 4% Asian Pacific Islanders, and 2% Native Americans.

This data indicates that, during the period October 1, 2009 through September 30, 2010 there were no

statistically significant differences in overall promotion rates for any minorities, women or racial/ethnic

group for whom reporting is required by current federal recordkeeping regulations.

1. Competitive Promotions

a. Internal Postings

62 (25%) of the 245 promoted employees used MCCCD‘s internal posting procedures.

These promotions occurred in 39 distinct job titles. All but one of these promotions

occurred in the MAT and PSA employee groups. 43 (69 %) of the employees who were

promoted using MCCCD‘S internal posting process were women and 19 (31%) were

men. 34 (55%) were non-minorities, 6 (10%) of the employees were African American,

1(2%) was Asian Pacific Islanders, 19 (31%) were Hispanic and 2 (3%) were Native

American. Although data on the gender and race of the other internal applicants for these

openings is not available, there is no statistical or other indication that either gender or

any racial/ethnic groups were adversely impacted during this time period by MCCCD‘s

internal posting process.

b. External Postings

18 (7%) of the 245 promoted employees waited for the external posting period to apply

for promotions in 17 distinct titles that represented 2 executive, 3 faculty, 4 MAT, and 9

PSA titles. 14 (78%) of the employees who were promoted were women and 4 (22%)

were men. 10 (56%) were non-minorities and 8 were members of minority groups

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including 2 (11%) Asian Pacific Islanders and 6 (33%) Hispanics. No African American

or Native American employees were promoted using this process.

Current MCCCD employees who apply through the external posting process are

considered external applicants. The adverse impact analyses on hiring/applicants

discussed earlier indicated no adverse impact for Native Americans and no adverse

impact for African Americans except in the Middle PSA group. The EEO compliance

office of MCCCD will conduct detailed reviews of the Middle PSA searches to ensure

the MCCCD search procedures were followed, that documented job-related reasons were

used to justify the hiring decisions, and that was no disparate treatment occurred.

2. Promotions without competition

166 (67%) promotions were made without competition. 22 were reclassifications, 49

administrative reassignments, 7 were reorganizations, and 87 were temporary reassignments.

a. Reclassifications

22 reclassifications were made without formal competition in MAT and PSA. 13 (60%)

of the employees who were reclassified were women and 9 (40%) were men. 7 (31%)

were members of minority groups, including 4 (18%) Hispanics, 2 (10%) African

Americans and 1(5%) Asian Pacific Islander. No Native American employees were

reclassified.

There is no statistically significant indicator that females or minorities (collectively or

individual groups) were adversely impacted by MCCCD‘s reclassification practices

during this time period.

b. Administrative Reassignments

49 administrative reassignments were made without formal competition in 36 separate

job titles that included 1 executive position and 35 MAT and PSA job titles. 41 (84%) of

the employees who were administratively reassigned during the time period were women

and 9 (16%) were men. 32 (65%) were White, 4 (8%) were African American, 12 (25%)

were Hispanics, 1 (2%) Native American, and none were Asian Pacific Islanders.

There is no statistically significant indicator that females or minorities (collectively or

individual groups) adversely impacted by MCCCD‘s administrative reassignment

practices during this time period.

c. Temporary Reassignments

87 temporary reassignments were made without formal competition. 57 (66%) of the

employees who were temporarily reassigned during the time period were women and 30

(34%) were men. Of the temporarily reassigned employees 56 (64%) were White, 6 (7%)

African American, 20 (23%) Hispanics, 4 (5%) Native Americans and 1 (1%) Asian

Pacific Islanders.

There is no statistically significant indicator that females or minorities (collectively or

individual groups) were adversely impacted by MCCCD‘s temporary reassignment

practices during this time period.

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d. Reorganizations

7 employees were promoted through a Reorganization process. 5 (71%) of the

employees were women and 2 (29%) were men. Of the employees were reorganized, 3

(43%) were White women, 4 (57%) were minorities, 2 (29%) African American, 1

(14%) Asian Pacific Islanders, 1 (14%) Hispanics and none were Native Americans.

There were so few reorganizations that making any conclusions about adverse impact

would be statistically inappropriate.

E. Termination/Retention Rates By Type, Gender, Race, and Ethnicity

243 employees were separated during the period of October 1, 2009 through September 30, 2010 of who

141 (58%) were women and 102 (42%) were men. Women constitute approximately 59% of MCCCD‘s

total workforce and men 41%. There was so significant difference in the retention rate between men and

women.

169 (70%) of the separated employees were non-minorities, 74 (30%) of the separated employees were

members of minority groups. 18 (7%) were African Americans, 37 (15%) were Hispanics, 9 (4%) were

Native Americans and 10 (4%) were Asian Pacific Islanders.

The separation rate was 6% for minorities, 6% for African Americans, 5% for Hispanics, 11% for Native

Americans, and 6% for Asian Pacific Islanders. Although the differences during this one year period

were not statistically significant, Native Americans had the highest separation/lowest retention rate of any

of the race and ethnics groups for whom reporting is required for a second year in a row.

1. Voluntary Separations

233 (96%) out of the 243 separation were voluntary of whom 139 (57%) were women, 94

(39%) were men. 69 (29%) were minorities including 17 (7%) African Americans, 33 (14%)

Hispanics, 9 (4%) Native Americans, and 10 (4%) Asian Pacific Islanders. 133 (57%) left for

personal reasons, 86 (37%) retired, 6 (3%) left for health reasons and 8 (3%) passed away.

Analyses indicate an adverse impact in the voluntary separation of 6 African Americans (3

College Safety, 2 Executives and 1 Athletic Specialist), and 3 Native Americans (1 Upper

MAT, 1 Upper M&O, 1 Residential Faculty). However, further analyses revealed 5 of the

African Americans left for personal reasons and one left for health reasons. All 3 of the

Native American employees retired.

Further analyses show the voluntary separation rate of women was 5%, 5% for Whites, 6% for

African Americans, 4% for Hispanics, 11% for Native Americans, and 6% for Asian Pacific

Islanders. Using the 80% rule, the only group that was adversely impacted was the Native

American group. This is the second year the voluntary separation rate of Native Americans

was significantly higher than the other groups. Continued monitoring of this should occur.

2. Involuntary Separations

10 of the separations were involuntary. 2 (20%) were female and 8 (80%) were male (5 of the

involuntary separated males were from the Maintenance and Operations group). 5 (50%)

Whites, 4 (40%) Hispanics, and 1 (10%) African American. Two of the separations were short-

term employees (1 Black male and 1 White female) separated due to the end of the assignment

and not for performance or conduct reasons.

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While an adverse impact was found with the separation of the Black male from the Middle PSA

group, it should be noted that the separation was not due to performance issues and that the

overall number of separations is so small that statistical results should not be viewed as

conclusive.

F. Analysis of Compensation Policies, Procedures and Practices

MCCCD‘s internal analysis of its compensation policies, procedures, and practices confirmed that, as in

the compensation process used by the federal government, compensation for all MCCCD employees is

based on a grid system with Grade on the vertical axis and steps on the horizontal. Grade is based on the

job title and Steps are based on very detailed guidelines for experience and education. Below is an

example of a grid:

All employees in the same grade and step are paid the same amount. There is very little discretion or

difference in salary placement (especially since the salaries are calculated by the District Office

Employment staff rather than the hiring body). Thus, there is a very little possibility that either gender or

any race/ethnic group is being paid less than other similarly situated employees. Although employee

group policy manuals allow for exceptions for newly hired employees, these exceptions to salary have

been rare and must be approved by the Chancellor, Vice Chancellor or College President. In terms of

salary increases, every year (if budget is approved by the Governing Board), each employee receives an

additional step and/or COLA.

G. Personnel Procedures

MCCCD‘s review of its written personnel procedures confirmed that

its recruitment actions have been systematically designed and implemented to ensure diverse

applicant and candidate pools;

its selection procedures ensure that all applicants who meet its objective job-related minimum

advertised qualifications are treated consistently with all others;

that job related reasons for selections and non-selections are documented and reviewed;

that internal applicants for posted openings are given genuine equal opportunity based on their

qualifications, performance, and abilities; and

and that employees are not discriminated against with regard to retention opportunities.

Currently, there is not a competitive process for the selection of adjunct faculty to ensure

nondiscriminatory hiring and provide equal employment opportunity. However, during the Summer and

Fall of 2010, an ad hoc committee has been working on designing a competitive process. The first phase

of this process—a common pool—will roll out in the 2011-2012 academic year. The second phase will

be designed and implemented in soon thereafter.

H. Other Areas That Might Impact The Success of This Program

Grade/Step 1 2 3 4 5 6 7 8 9 10

Grade 7 $27,018 $28,607 $30,197 $31,786 $33,375 $34,965 $36,554 $38,143 $39,733 $41,322

Grade 8 $29,437 $31,169 $32,900 $34,632 $36,364 $38,095 $39,827 $41,558 $43,290 $45,022

Grade 9 $32,226 $34,122 $36,017 $37,913 $39,809 $41,704 $43,600 $45,496 $47,391 $49,287

Grade 10 $35,388 $37,470 $39,551 $41,633 $43,715 $45,796 $47,878 $49,960 $52,041 $54,123

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Recordkeeping deficiencies;

1. Adjunct selection pool – Data on the available pool of adjuncts is not yet available or

considered in the current analyses. A competitive process for adjunct faculty selection has not

yet to be established.

2. Non-competitive promotions (temporary and permanent reassignments) – Data on the

availability pool of promotable/transferable minorities and women has not yet been calculated

or considered for any of its employee groups, as required by the regulations at 41 CFR 60-2.11,

due to the non-competitive nature of the reassignment process.

3. Temporary employees – Data on temporary employees are not yet available or considered in

the current analyses.

How these recordkeeping deficiencies will be corrected can be found in Section VII.B.

Responsibility/Accountability:

Currently, MCCCD offers training for managers on legal issues (EEO, discrimination, sexual

harassment, etc.), non-discriminatory hiring process (―Hiring the Best‖), and general

management/supervisory issues. The majority of managers and hiring officials (including CEC)

have not yet participated in this training. The 2010 AAP recommended mandatory legal issues

training for all managers. An online training module is being designed and will be implemented

in 2011. Managers are continually encouraged to attend Hire the Best training and general

management/supervisory training.

SECTION VI. ACTION ORIENTED PROGRAMS 2009-2010 During 2010, MCCCD‘s officials updated the 2010 affirmative action program to comply with the current

regulations set forth at 41 CFR 60-2, established applicant, hire, promotion, separation, and compensation

recordkeeping procedures and mechanisms that will enable it conduct the adverse impact determinations and other

self analyses required by the OFCCP ‗s current regulations, and continued to take significant results oriented actions

to promote inclusion and fairness. During 2009-2010, these actions included but were not limited to:

A. Employee Recruitment for 2009 - 2010

1. Web and Printed Materials

Published quarterly print ads in national diversity publications- Diversity in Higher Education

(formerly Blacks in Higher Education) and Hispanic Outlook.

Advertised in the local ethnic papers/publications (Local- La Voz, AZ Informant, Indian Country,

AsianSuNews, Asian Times, Indian Country,Latino Futures, AZ Yellow Pages, Navajo Times.

In addition, web ads occurred 24/7 on jobing.com, InsideHigherEd.com, HigherEdJobs.com, ,

Community College Week, Minority Nurse

A web profile for MCCCD was present 24/7 on the Chronicle of Higher Education website

(Chronicle.com)

2. Attendance at Conferences and Job Fairs Purchased booth and attended many conferences and job fairs (through the Office of Equity,

Opportunity and Engagement, and the Faculty of Color Recruitment and Retention Committee):

National Black Nurses Association – OEOE

Apache Fair and Rodeo – OEOE

Keeping Our Faculties – FCRRC

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Navajo Nation Fair – OEOE

Disabilities Fair – OEOE

GWCC Job Fair – OEOE

Gila River Indian Community Job Fair – OEOE

Hire A Vet Career Fair – OEOE

National Hispanic Women's Conference – OEOE

SACNAS (Society for Advancing Hispanics/Chicanos and Native Americans in Science)-FCRRC

Hispanic Association of Colleges and Universities (HACU) – FCRRC

National Indian Education Association – FCRRC

3. Faculty-Specific Recruitment

The Faculty of Color Recruitment and Retention Committee was established several years ago. With

support from the Faculty Recruitment Coordinator, the FCRRC is working to increase representation

of Faculty of Color. Targeted recruitment strategies are being implemented to increase the number of

applications. The following projects occurred in 2010:

Full schedule of recruitment at various conferences in fall and spring, including Society for

Advancing Hispanics/Chicanos & Native Americans in Science (SACNAS), Hispanic Association

of Colleges & Universities (HACU), National Indian Education Association (NIEA), International

reading Convention (IRA), Western Region Council on Black American Affairs (WRCBAA), and

National Black Graduate Student Association (NBGSA). American Association of Hispanics in

Higher Education (AAHHE), Asian Pacific Americans in Higher Education (APAHE),

Site visit to University of New Mexico (Albuquerque, NM), New Mexico State University (Las

Cruces, NM), University of Texas at El Paso, and El Paso Community College (El Paso, TX).

Site visit to University of California, Los Angeles, California State University, Fullerton,

California State University, Los Angeles, and Los Angeles Community College.

Met with MCCD constituency groups to discuss role of Faculty Recruitment Coordinator

Visits to all Maricopa colleges to speak with local faculty and administration in regards to the

program.

FCRRC’s search committee pilot protocol was finalized. It consisted of implementing

changes to District-wide Human Resources policy, namely, all committee members take Hiring the Best, review the planned hiring video, craft job descriptions informed by best practices to ensure a diverse candidate pool, and review area, campus, and discipline specific demographic data prior to reviewing applicant pool. While there was near universal agreement on all steps in FCRRC’s process, District Legal stopped the pilot’s implementation out of concern that the use of demographic data at any point in the hiring process represented too much legal exposure for the District. As a result, the pilot program will be reviewed again during academic year 2010-2011.

Outcomes for 2009-2010:

Train new faculty recruiters.

Attend several conferences and visit sites with large number of potential faculty of color.

Expand database of potential applicants for teaching positions at Maricopa.

Expand database of potential resources that target diverse faculty for advertising

Visit to all colleges to speak with local faculty and administration in regards to the program

Develop training video for hiring committees to be completed by Dec. 2010

Initial steps in creation of Ethnic Studies Instructional Council as tool for attracting and retaining

faculty committed to cultural relevant curriculum and teaching

The FCRRC will present the proposed search committee pilot (discussed above) to select

department chairs, each college‘s VPAA, FEC, CEC, and the relevant Vice-Chancellors in

preparation for submission to the Chancellor. This final review will be in the interest of

addressing District Legal‘s concerns regarding the introduction of demographic data prior to

the review of any applications in the hopes that Legal‘s concerns can be addressed, and that

FCRRC will be able to demonstrate a district-wide interest in diversity discussions being a

component part of the hiring process.

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Added a significant focus on the faculty retention aspect of committee‘s work.

4. Local and National Professional Organizations contacted

Arizona Workforce Connection

Arizona‘s Women Education and Employment (AWEE)

Chicanos Por La Causa

Greater Phoenix Urban League

Local Veteran Employment Representative

National Association of African Americans in Human Resources

National Association of Asian American Professionals

National Black MBA Association

National Diversity Council

National Sales Network

TAP-Military Selection

Valley Society for Human Resource Management

Veterans Affairs

Vetsuccess.gov

5. Growing Our Own

Designed and implemented ―Movin‘ On Up‖, a workshop for current MCCCD staff on how to

apply for MCCCD positions.

A Talent Management program was begun in 2008 and continued through 2010. It is a system-

wide initiative that builds a pipeline of talent so that when opportunities become available, current

and potential employees are recruited and selected to fit the needs of MCCCD. The goal of Talent

Management is to help our internal candidates be more competitive when positions are open and

to strengthen the leadership of those who are currently employed at Maricopa.

Program Highlights for 2009-2010:

• Executive Leadership Program -- first cohort (14) completed first phase of the

program.

• Executive Team Development inaugurated at two colleges.

• Leadership Advancement Program Pilot successfully concluded and advanced from

pilot phase. 30 participants completed Leadership Advancement Program Pilot –

several of which have successful applied for and received promotional opportunities.

B. Programs to Engage Internal and External Diverse Communities

1. Chancellor’s Community Advisory Councils

Five Community Advisory Committees (CAC's) meet regularly with the Chancellor to strengthen

community relationships, exchange information and develop collaborative strategies to ensure that the

needs and concerns of these communities are being addressed. They include CAC's for the African

American, Asian/Pacific Islander, Latino, Native American and Gay, Lesbian, Bisexual and Transgender

(GLBT) communities.

2. Diversity Initiatives

The Diversity Initiatives Office

The goal of the Diversity Initiatives Office is to continue to integrate diversity and inclusiveness into the

fabric of Maricopa. This will be accomplished through the following strategies:

o Maintain and expand communications

o Support training opportunities within DAC and throughout Maricopa

o Expand influence with key committees, work groups, etc.

o Continue to develop strategic diversity plan.

Diversity Initiatives is the overarching structure for Maricopa‘s diversity and inclusiveness efforts. In addition to

providing support to the Diversity Advisory Council and its individual partner members including the Diversity

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Coordinators, Diversity Initiatives interfaces with other related functional areas in the organization, provides

information, consultation, research and reports to maintain and enhance Maricopa‘s diversity and inclusiveness

work. A highlight this year has been continuing to work with an ad hoc committee to explore and make

recommendations regarding the climate and support for employees with disabilities.

• Recognizing effective diversity and inclusiveness efforts throughout Maricopa through DAC‘s fourth

annual Awards of Excellence on May 3, 2010.

• Continued participation in the Healing Racism Project, a collaboration with the City of Phoenix, ASU, City

of Tempe and Maricopa County to promote healthy conversation on the subject of race, racism and race

relations. Due to time and budget constraints the committee chose to offer two events in 2009 - 2010

addressing Race and Health in America (October 15, 2009) and Black and Brown: Building Bridges Part II

(November 21, 2010).

• Continued communication and awareness efforts through the Expressions newsletter and management of

the diversity website. The newsletter was converted to a blog format.

• Continued work with an ad hoc committee to explore and make recommendations regarding the climate

and support for employees with disabilities. Committee developed by-laws and a proposal for constituency

group status.

• Development and approval (by the Chancellor, CEC and Legal Departments) of Guidelines for

Constituency Group organization and functioning at MCCCD.

• Developed a partnership with the Diversity Leadership Alliance to provide awareness and education to

business, education, government, professional and youth communities regarding diversity and

inclusiveness.

• Served on the City of Phoenix Community Police Relations Committee representing MCCCD in

developing effective strategies to improve community relations.

• Participated in the development and implementation of a SafeSpace training of trainers program for

students (participants from PVCC, GCC and PC). Included development of curriculum, assistance in

delivery of a COM course and support to student facilitators.

• Development of a Constituency Group Leadership project including a leadership training day designed by

and delivered by constituency group leadership. (Delivery delayed until July/Aug 2010.)

• Participation in Chancellor‘s Community Advisory Councils.

Diversity Advisory Council The Diversity Advisory Council represents all ten colleges, constituency and policy groups, and employees engaged

in diversity-related work. It provides recommendations, coordination and direction for Maricopa‘s diversity efforts.

This year the Diversity Advisory Council continued work on the Diversity Strategic Plan, hosted the third Diversity

Awards Recognition Event, and continued to explore hiring and advancement at Maricopa.

Diversity Strategic Plan:

DAC developed a Diversity Strategic Plan to provide longer-term structure, coordination and focus for

diversity. The plan directly responds to the Chancellor‘s three pillars, student success, stewardship and One

Maricopa, as well as continuing to be conscious of the district‘s strategic directions. The Strategic

Planning Team began by considering seven outcomes that would exist if we had an inclusive environment

at Maricopa.

• All students, faculty and staff accept responsibility for creating and maintaining an inclusive

environment.

• All students, faculty and staff are respected for their intrinsic value and worth.

• All students, faculty and staff trust they will be treated fairly.

• Faculty, staff and students reflect the diversity of our communities throughout the colleges and

levels of the organization.

• All students, faculty and staff succeed without disparities based on physical, social, economic or

political characteristics.

• Constituency groups working collaboratively are primary resources to the organization.

• Colleges, campuses and sites share information, resources and communication for optimal results.

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Diversity Advisory Council Subcommittee

The Diversity Advisory Council subcommittee on employee hiring and advancement convened DAC

members and invited guests to review data related to hiring and advancement. The goal of the committee is

to identify trends and make any appropriate recommendations to DAC and ultimately HR.

Diversity coordinators

The ten colleges, Maricopa Skill Center and DSSC are represented on the council by diversity coordinators.

The designated coordinators address diversity issues in addition to their regular job responsibilities. They

promote awareness and communication on diversity and inclusiveness at their colleges, serve on college

diversity committees and advocate for diversity and inclusiveness to be embedded in all efforts at their

colleges/sites.

In 2009 - 2010, the Diversity Coordinators addressed clarifying the role of diversity coordinators so that

there was a more standardized expectation of the work and role. College presidents were interviewed and

data was gathered. Next steps will be addressed in the upcoming year.

In addition to the work that was accomplished as a group, each Diversity Coordinator also had

responsibilities to their own college or site, including providing a summary report of activities to DAC.

Among their accomplishments, every college offered a multitude of activities for students, faculty, staff and

community members. Many of these activities were the result of collaboration with other individuals and

groups including International Students, Student Life and Leadership, student clubs, staff and faculty

development programs, etc. Examples from many of the colleges are listed below.

Chandler-Gilbert Community College created opportunities to engage in or think critically about a wide

range of diversity issues through presentations, movies and simulation activities, to build community on the

CGCC campus and challenge people to broaden their notion of community. Due to the earthquake in Haiti

plus the choice of the book, ―Mountains Beyond Mountains‖ as CGCC‘s common book, many events

focused on issues of development, justice, and globalization.

Estrella Mountain Community College continues to address diversity although its Diversity Core Values

Committee is in hiatus. In addition to student and community focused programming for the various heritage

months, EMCC used visual arts as a medium to address diversity, addressed gender identity issues,

enhanced their library and media resources and continued work on professional growth and development

for faculty and staff through the Genographic Project.

Glendale Community College‘s diversity committee continued to develop its role to support events on

campus by assisting with advertising and other marketing efforts to meet the needs of students, faculty and

staff regarding diversity awareness and participation. This year the committee had greater contact with

more groups on campus whose focus is on inclusiveness and diversity. GCC noted that they had more

international students on campus this year than ever before.

Maricopa Skill Center focused this year on enhancing Disability services, and specifically enrollment. This

became the focus of representatives from many of our departments that service students and their

collaboration has fostered success for students with disabilities at MSC. MSC now has a process in place

to communicate the needs of these students interdepartmentally for student success, and the number of

students with disabilities served has increased from 28 last FY to 150.

Mesa Community College expanded their Inclusive Excellence committee and focused on the re-

envisioning of both quality and diversity to reflect excellence in higher education. They continue to

institutionalize diversity and inclusiveness throughout the college environment utilizing a mix of bottom up

grassroots approach and top down strategic guidance. Activities included: movies, presentations,

conferences and activities for students, faculty, staff and community including an open-mic event,

fundraising dance and a day of service. MCC also upgraded their diversity website.

Phoenix College combined its diversity committee with its international education committee this year

resulting in a wide range of educational opportunities both on and off the campus for faculty, students and

staff to learn about international issues and topics on diversity through the identification of training

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opportunities, the monitoring of campus culture and climate, the dissemination of information through a

variety of formats and a shared understanding of diversity and inclusiveness. Activities were sponsored by

International Education, NAACP/BSU, Mecha and other organizations.

Paradise Valley Community College held a student forum to obtain feedback on the college environment

for students from different backgrounds. A collaboration with the Fine Arts department resulted in a

powerful and very well received program in which students presented vignettes followed by group

discussion. Students also organized a job fair as part of a response to poverty.

Rio Salado College inclusiveness committee hosted 20 diversity brown bag lunches and other events this

year for 526 people. 27 employees were awarded Inclusiveness icons for attendance at Inclusiveness

events (almost twice as many as the year before). This year the inclusiveness committee also addressed

social sustainability and encouraged community service. Over 2,000 volunteer hours were logged by Rio

employees.

Scottsdale Community College‘s diversity committee continues to report directly to the college president.

SCC continued its Many Faces of Hate Film Series in collaboration with the Anti-Defamation League.

Based on research from SCC students, the diversity committee has designed a proposal for a student

success center (in development). Other efforts included the Conversation Partners Program (with

International Education), clubs, diversity training for faculty and staff and travel abroad.

The District Office diversity committee met several times over the year to look at collaborative activities

with Rio Salado‘s Inclusiveness committee. They proposed ideas for hosting safe conversations about

difficult issues and supporting Rio‘s book club. The book club continues to provide quarterly opportunities

to discuss books selected by the group. The District Office‘s diversity committee is currently in hiatus.

3. Constituency Groups

Maricopa‘s constituency groups are a key element in promoting diversity initiatives in the district and the

community. Maricopa‘s constituency groups provide a voice for specific constituencies among Maricopa

employees and students. All the groups share an overarching goal to ensure equity and opportunity for

Maricopa employees and students, while their individual areas of focus range from scholarships for

students to hiring and advancement practices to policy changes. They are a valuable resource for

information, perspectives and connections within Maricopa.

Maricopa‘s constituency groups serve on the Diversity Advisory Council and are consulted by the

Chancellor in conjunction with the Chancellor‘s Community Advisory Councils and/or as community or

institutional issues require.

African American Community (Maricopa Council on Black American Affairs)

2009 - 2010 Accomplishments: • Hosted ―Black Tie‖ Scholarship Fundraising event raising new funds for student scholarships ($10,000

in scholarship funds raised – 300+ people participated)

• Provided resource information to students on funding sources

• Interfaced with Black Student Unions to support student success

• Black History Month educational luncheon introduced 50 district employees to community leaders

• Convocation held at Chandler-Gilbert Community College recognizing graduates and promoting

recruitment and retention

Asian Pacific Islander Community (Asian Pacific Islander Association of MCCCD)

2009 - 2010 Accomplishments Hosted Fall Welcome Picnic to promote network between new and present members Held Convocation and Scholarship Awards for MCCCD students Published the APIA Newsletter to enhance the visibility within and outside of MCCCD

communities Supported two APIA Executive members to attend Leadership Development Program sponsored

by the Chancellor’s Office Increased paid membership by 100 percent Promoted APIA and MCCCD through community volunteer activities

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Chicano/Hispanic/Latino Community (Arizona Association of Chicanos for Higher

Education and Maricopa Association of Chicanos in Higher Education)

2009 – 2010 Accomplishments: Convocation for Maricopa graduating students (MACHE and AACHE) Sponsored the Mariachis Group for the Convocation 2010 Awarded over $16,000 in scholarship funds (MACHE) Raised over $38,000 in scholarship funds and raised close to $2000.00 for the Dr. Larry Celaya

scholarship fund. Hosted and sponsored Encuentro de Escritoires II

Native American Community (United Tribal Employees’ Council)

2009-2010 Accomplishments: Hosted a successful Native American Student Convocation in May. Attended the National Indian Education Association Conference in Milwaukee, WI. Continued participation in the Arizona Indian Education Association (AIEA). Continued participation in the Arizona Tri-University Indian Education (ATUIE) meetings. Participated in first ever Summit of Arizona Community Colleges and Indian Nations and Tribes

held at Mesa Community College on 24 June 2009. Participated in second summit on Arizona Indian Education; Tribal & College Leaders’ Summit

held at the University of Arizona in Tucson on 19 October 2009. Collaborated on Dialogue Days to educate faculty and staff about Native American culture and

concerns.

Women’s Leadership Group

2009 – 2010 Accomplishments: Raised funds for the Gina Kranitz Scholarship Fund – two scholarships awarded Recognized women from every college and district for the 12h Annual Women of Distinction

Awards. Sponsored the first Maricopa Women Architects of Change Women’s Leadership Conference

LGBTQ Community (Equality Maricopa)

2009-2010 Accomplishments

Increased communications with GSA’s at the colleges Increased the membership of Equality Maricopa Participated in Constituency Group meetings and training sessions Participated in the following community events:

o Rainbows Festival o Phoenix AIDS Walk o Phoenix Pride Parade – first year to have a float in the parade o Phoenix Pride Festival

Hosted the Equality Maricopa Retreat that included student participation Created the Student SafeSpace program in cooperation with Diversity Initiatives and EOLT Hosted fourth MCCCD LGBTQ Convocation – increased attendance, awarded four student book

scholarships Supported the PVCC Desperado Gay and Lesbian Film Festival Participated in the Chancellors Advisory Committee

C. Training and Informational Programs

Employee and Organizational Learning Team

EOLT is the District-wide training office which provides training on diversity and inclusiveness, leadership, safety

and supervisory training to Maricopa faculty and staff. Key offerings include the MOSAIC training (Maximizing

Our Strengths as An Inclusive Community) which provides a shared framework of understanding and action related

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to diversity at Maricopa (over 800 employees have participated), Safe Space Training -education on GLBTQ issues

(over 270 employees have participated), Preventing Sexual Harassment Training, MEET on Common Ground,

Communication Skills Boot Camp, Beyond Bias, Hiring the Best! For Maricopa, Yankoloba, Discovering Your

Diversity Profile, TeaMusic, Ouch! That Stereotype Hurts, Creating a Respectful Work Environment, The ADA,

and Employment Law Essentials as well as special requests from a variety of colleges and divisions.

A primary training on non-discriminatory hiring procedures is the ―Hiring the Best!‖ training. This training focuses

on best practices for hiring faculty and staff at MCCCD. Roles and responsibilities of selection committee

chairperson and members for conducting inclusive, equitable, and defensible processes are emphasized. Hiring cycle

procedures, techniques, and forms are covered. Hiring cycle phases presented for selecting the best candidate are:

preparation, screening, interviewing, and reference checking.

Maricopa Center for Learning and Instruction

MCLI provides a broad scope of learning opportunities targeted for faculty, but also open to interested staff and

community, to expand cross cultural understanding, develop and implement effective inclusive classroom strategies,

and increase professional capacities. Through Honors Forums, Dialogue Days, LearnShops. International and

Intercultural and Learning Grants, and Internship programs, thousands of individuals have increased their

knowledge and understanding and faculty have increased their capacity to be effective in the classroom to enhance

student success.

Diversity Infusion Program

The Diversity Infusion Program is one of the longest running diversity programs at Maricopa providing eleven years

of professional development to faculty to help them effectively infuse diversity concepts, perspectives, and practices

into their curricula and teach to an increasingly diverse student body. The Diversity Infusion Program provides

multiple services including the "Diversity Helpline,‖ a library collection of resources available to everyone, a

mentoring program, a student internship program, and much more.

Outcomes for 2009-2010: More than 170 different courses (representing more than 69 different course prefixes)

have been infused with diversity by the over 211 faculty who have participated in the Program since its inception.

The actual number of courses infused with diversity is much larger than this figure owing to two facts: 1) there is

replication in the courses that have been infused by faculty; and 2) after faculty leave the Program, they often

continue to infuse other courses they teach. In addition, over 90 students have participated since the beginning of

the Internship Program in 2000.

During the last academic year we updated and enhanced the services and materials offered by the Diversity Infusion

Program, allowing us to provide new educational experiences to both faculty and students. In addition, students in

the Program, in conjunction with their faculty mentors, worked on several wonderful diversity-related initiatives,

such as developing a presentation to increase awareness of the Lost Boys and Lost Girls of Sudan, creating an event

for refugee children, researching Vitamin D deficiency in Muslim women, creation of a presentation to focus on the

intersection of politics and gender, development of a presentation on American Sign Language, and other great

projects.

Healing Racism

Healing Racism is a series of community conversations about race relations in America today. It is a collaborative

project of MCCCD, ASU, City of Phoenix, Maricopa County and Phoenix College. Healing Racism is supported at

Maricopa in partnership with Diversity Initiatives. The topics presented this year were ―Race and Health in

America‖ and ―Black and Brown in America: Building Bridges Part II‖.

Diversity Training specifically for Faculty

Dialogue Days (total of 245 participants)

Considering India’s Position in the 21st Century -Provided with a heightened understanding of India‘s influence in

the 21st Century, attendees will be able to use this information in bringing a more global perspective to students

through their teaching.

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The Context of Culture: Central Europe in Transition - Provided with a heightened understanding of Central

Europe‘s influence in the 21st Century, attendees will be able to use this information in bringing a more global

perspective to students through their teaching.

The Context of Culture: Iran and the Teaching of Complexity - Participants were provided a heightened

understanding regarding the culture and historical sociology of Iran. With that, they were provided issues of a

conflicting area and ideas and strategies to teach critical thinking to their students.

Honors Forums

"From Tijuana to Harvard & Beyond: One Writer‘s Journey,‖ featuring Luis Alberto Urrea (298 attendees)

In his lecture, the presenter reflected on the parameters and implications of his life journey, from growing up in

a poor neighborhood in Tijuana to becoming a first generation college graduate who gave back through

providing service to poor neighborhoods in Tijuana, a teacher at Harvard, and a Pulitzer Prize nonfiction story

finalist. The presentation provided an awareness of discovery of self, culture, and the human condition.

"A History of Women at Work in America: Poverty, Affluence, and the Paradoxes of Social Change‖ (175

attendees)

Mary Rothchild‘s lecture provided a history of the social changes that motivated women to move into positions

in the workplace, and how women‘s roles in the workplace and women‘s places in social ―norms‖ have

evolved.

The International and Intercultural Education innovation grants

Lost Boys of Sudan Presentation (100 participants)

Panel presentation by Lost Boys of Sudan, who shared a video and stories of their journey from Sudan

to the United States.

Maria Amparo Escando (200 participants)

The speaker primarily addressed bicultural themes, such as the immigration experience of Mexicans to

the United States.

2501 Migrants: A Journey (125 participants)

The documentary film was about the response of artist, Alejandro Santiago, to the impact of migration

within his own Oaxacan community in rural Mexico.

Learning Grants program

Lalo Alcaraz: Cartoons in the Borderlands

Empowerment through Dance: Crossing Cultures and Breaking Boundaries

Exploring the Spanish-speaking World Through Art

The Global Engagement Faculty Curriculum Development Program offers faculty the opportunity to become

more culturally aware and experienced. From these programs they learn new strategies to internationalize the

curricula and provide a more global education to students.

International and Intercultural Education

Developing a Framework and a Process for Internationalization: Do you know where to begin? - Review of

institutional culture, programs, and practices allowed for continued program improvement and global student

learning outcomes were assessed and developed.

Conducting an Internationalization Review: Do you know who is doing what and how it fits together?- Attendees

were provided an outline for a process and tools to form a basis for an institutional strategy.

Developing and Assessing Global Learning Outcomes: What are your students learning and how do you know? -

Attendees learned a process to develop and assess student global learning outcomes.

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SECTION VII. 2011 ACTION PLAN

A. 2011 Action Plan to Achieve Established Goals and Objectives

1. MCCCD will continue to enlist the active support and assistance of and guidance from the

National Black Graduate Student Association (NBGSA), other African American groups

(Urban League, National Association of African Americans in Human Resources, National

Black MBA Association, Maricopa/Western/National Region Council on Black American

Affairs, National Black Nurses Association, graduate student conferences) and publications

(Diversity in Higher Education, AZ Informant, Minority Nurse) to make results oriented efforts

to identify and recruit qualified and interested African American applicants for Crafts positions;

Math & Computer Science Residential Faculty; Science Residential Faculty; Humanities &

Foreign Language Residential Faculty; and Art, Music & Drama Residential Faculty.

2. MCCCD will work with African American professional organizations such as the Black

Chamber of Commerce and local outlets of the National Association of African Americans in

Human Resources, National Black MBA Association, Maricopa/Western/National Region

Council on Black American Affairs (WRCBAA), houses of worship, and discipline specific

organizations) to make results oriented efforts to identify and recruit qualified and interested

African American applicants for adjunct faculty in Humanities & Foreign Language; Science,

and Library Science.

3. MCCCD will continue to work with Arizona Workforce Connections, the Maricopa Skills

Center, the Phoenix Urban League, other local African American outlets (including houses of

worship, Black Chamber of Commerce, and discipline specific organizations) to make results

oriented efforts to identify and recruit qualified and interested African American applicants for

all craft openings.

4. MCCCD will work with Chicanos Por La Causa, Hispanic Chamber of Commerce, National

Hispanic Women‘s Conference, HACU, graduate student conferences, and other local Hispanic

outlets (e.g., houses of worship and discipline specific organizations) and publications (e.g.,

Hispanic Outlook, La Voz, Latino Futures) to identify and recruit qualified and interested

Hispanic applicants for adjuncts in Art, Music & Drama; English & Communication; Health

Care & Wellness; Math & Computer Science and Science.

5. MCCCD will continue to enlist the active support and assistance of and guidance from the

National Indian Education Association, the United Tribal Employees‘ Council, the Society for

Advancing Hispanics/Chicanos and Native Americans in Science, and other Native American

outlets (Indian Country, Navajo Times) to increase the number of qualified and interested

Native American applicants for adjunct faculty positions in English & Communication; Math

& Computer Science; Humanities & Foreign Language; Health Care & Wellness and Science.

6. MCCCD will continue to enlist the active support and assistance of and guidance from the

National Indian Education Association, the United Tribal Employees‘ Council, the Society for

Advancing Hispanics/Chicanos and Native Americans in Science, and other Native American

outlets (e.g., Apache Fair and Rodeo, Gila River Indian Community Job Fair, Navajo Nation

Fair) to increase the number of qualified and interested Native American applicants for

Executive Administrators, Upper Level MAT, Athletic Specialists and Crafts positions.

7. MCCCD will continue to request assistance, support and guidance from the Asian Pacific

Islander Association of MCCCD, the Asian Pacific Americans in Higher Education, other

Asian Pacific Islander outlets (e.g., National Association of Asian American Professionals,

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Asian Pacific Americans in Higher Education) and local publications (Asian SuNews, Asian

Times, Yellow Pages) to make results oriented efforts to increase the number of qualified and

interested Asian Pacific Islander applicants for Residential Faculty in English and Communication, Health Care and Wellness/P.E., Math and Computer Science, Education & Counseling, and Vocational and Technical Residential Faculty and adjuncts in English & Communication, Health Care & Wellness/P.E., Math & Computer Science, Science, Education & Counseling, and Vocational & Technical.

8. MCCCD will continue to request assistance, support and guidance from the Asian Pacific

Islander Association of MCCCD, Arizona Workforce Connections, Maricopa Skills Center and

local publications (Asian SuNews, Asian Times, Yellow Pages) to make results oriented efforts

to increase the number of qualified and interested Asian Pacific Islander applicants for Lower Maintenance and Operations positions.

9. MCCCD will work with professional women‘s groups discipline specific organizations to make

results oriented efforts to identify and recruit qualified and interested female applicants for

adjunct faculty in Math & Computer Science, Science, Vocational & Technical, and Business.

10. MCCCD will continue to work with Arizona Workforce Connections, the Maricopa Skills

Center, Arizona Women‘s Education & Employment, Inc. (AWEE), other outlets (e.g., local

female law enforcement groups and crafts groups/unions) to make results oriented efforts to

identify and recruit qualified and interested women to apply for all College Safety and Craft

openings.

11. MCCCD will monitor, evaluate, and provide feedback to each of its affirmative action

recruitment sources with regard to whether the source has made qualified referrals consistent

with MCCCD‘s affirmative action recruitment objectives, (i.e. applicant pools consistent with

estimated availability.

12. MCCCD will advise each college president of the results of its analyses of data on applicants,

hires, promotions, and retention.

B. 2011 Action Plan To Correct Recordkeeping Deficiencies

1. MCCCD was able to obtain the demographic data needed for this year‘s adjunct faculty and

took the first step toward establishing the first of its kind competitive process for hiring adjunct

faculty from a District-wide pool for adjunct applicants. MCCCD will continue to work to

complete the second step by designing a competitive process for hiring adjuncts in the 2011-

2012 academic year. This will enable a comparison of the adjunct hires to the applicant pool.

2. MCCCD will obtain and maintain accurate data on temporary employees on its payroll for

inclusion in future AAPs.

3. MCCCD will ensure all employees receive performance evaluations on a regular basis, that all

managers‘ performance evaluations address their implementation of their EEO responsibilities,

and that this data is included in PeopleSoft for analysis in future AAPs.

4. MCCCD will take action to review job titles to ensure consistency. For example, the title

―coordinator‖ will not be used for both MAT and PSA positions or used in several different

grades.

5. MCCCD will reduce non-competitive promotions.

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6. MCCCD will formally evaluate progress made to correct recordkeeping problems no later than

June 10, 2011 and take appropriate additional actions to ensure that problems are corrected

within a specific minimally feasible time frame.

C. Action Plan In Response To 2009-2010 Personnel Activity Data

1. Recruitment

During the 2009-2010, MCCCD hired an individual whose responsibility is to recruit for faculty

and staff with emphasis placed on groups/communities listed in the 2010 AAP. In addition, the

Faculty of Color Recruitment and Retention Committee continued their recruitment efforts in

recruiting for minority faculty. With the information received for this 2011 AAP, these outreach

efforts will be continued and additional efforts will be made to recruit minority adjunct faculty

consistent with their estimated availability and to measure the results of these efforts.

2. Promotions

MCCCD College Presidents were advised that non-competitive promotions should be reduced.

This did not occur. In fact, the number of non-competitive promotions increased. Eliminating

reorganizations and reclassifications because these may not be actions that may not require

competitive processes, there were 136 permanent and temporary reassignments. Last year, there

were 125. There were some valid reasons for these higher numbers. Many vacant positions were

not being filled permanently with when an incumbent left due to hiring freezes at many of the

colleges. Thus, there may have been an increase in temporary reassignments. However, the

recommendation from the 2010 AAP was to conduct some type of competitive process to fill these

temporary reassignments. Many colleges have established such a process but some have not.

While it is unknown at this time how many of the following permanent and temporary

reassignments were filled competitively versus non-competitively, it appears 3 of the MCCCD sites

have high reassignment rates compared to the size of the institution and account for 59% of the

reassignments. The District Office had 34 (8% of staff), Rio had 28 (6% of staff), and SCC had 18

(5% of staff). All other site have 1%-3% rate. These sites should be cautioned by the Chancellor

and be monitored regularly.

Overall, MCCCD will take actions to reduce the number and proportions of non-competitive

promotion activity and will work with each college and the District Office to ensure that

appropriate affirmative actions are taken to ensure equal opportunity for reclassifications,

administrative reassignments, and temporary reassignments. During the current AAP year, the

Chancellor will reiterate this commitment to the chief executives of these sites, will systematically

monitored the chief executives regarding their commitment to EEO on a quarterly basis and the

results will be addressed in their performance evaluations.

3. Selections for Hires

Middle PSA, specifically two positions--Science Lab and the Photo Ceramic Lab Technicians—will be continually monitored this year to ensure equal opportunity for women. In addition, last year’s Middle PSA searches will be reviewed to ensure MCCCD search procedures, that job-

related reasons were used to justify the hiring decision and that no disparate treatment occurred

with African Americans applicants.

4. Competitive Adjunct Hiring

MCCCD established the first step toward a competitive process for hiring adjunct faculty--a

District-wide pool for adjunct applicants. MCCCD will continue to work on the second step by

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designing a competitive process for hiring adjuncts and hope to have it completed by the Fall of

2011.

5. Accountability And Training

MCCCD has multiple programs to educate managers on personnel, affirmative action, and EEO

laws. With the direction given in the 2010 AAP, MCCCD is in the process of designing an online

training course that will be required of all supervisors/managers/administrators. Overall, MCCCD

will continue to take actions to ensure managers are trained in EEO fundamentals (i.e., hiring,

discrimination laws).

D. 2011 Action Plan to Address Other Areas Impacting The Success of This Program

MCCCD will formally assign responsibilities to its hiring officials, supervisors, and other employees with

management responsibilities, provide them with training, and develop and implement performance

standards, and hold them accountable in their performance evaluations for their compliance with

MCCCD‘s nondiscrimination, equal opportunity policies and procedures, and their implementation of

MCCCD‘s affirmative action program.

SECTION VIII. MONITORING AND REPORTING SYSTEMS

A. Monitoring Of Personnel Records

MCCCD maintains and monitors all personnel and employment records made or kept for a period of not

less than two years from the date that the records are made or personnel action is taken. These records,

include, but are not necessarily limited to records pertaining to hiring, assignment, promotion, demotion,

transfer, lay off, termination, rates of pay or other forms of compensation, selection for training, and

requests for reasonable accommodation, the results of any physical examinations, job

advertisements/postings, applications, resumes, tests and test results, and interview notes. The personnel

records of involuntarily terminated employees are kept for a period of not less than two years from the

dates of termination. Finally, MCCCD preserves all personnel records relevant to any complaint of

discrimination, compliance evaluation or enforcement action for a period of not less than two years from

the dates of termination.

B. Internal Reporting

MCCCD will conduct detailed annual analysis of the objectives achieved during the previous year in all

job groups, identify the specific goals and objectives that were achieved and those that were not achieved.

For each goal and/or objective not achieved, MCCCD will review the reasons and the specific actions

taken and efforts made to achieve the goal or objective, and evaluate the sufficiency of those efforts.

C. Review of Report

This report will be reviewed with MCCCD‘s Chancellor, the Governing Board, and the Chancellor‘s

Executive Council.

D. Ensuring Program Effectiveness

MCCCD‘s EEO Officer will submit an annual report to the Chancellor and the Board that summarizes the

results of this program for the prior year, assesses program effectiveness and includes recommendations

to improved unsatisfactory performance.

MCCCD‘s Chancellor will be responsible for making decisions about the additional actions that will be

taken to remove identified barriers, expand employment opportunities, and produce measurable results;

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and ensuring that its EEO official has the authority, resources, support of and access to top management

to ensure the effective implementation of this affirmative action program.

SECTION IX. DESIGNATION OF RESPONSIBILITY

MCCCD has assigned the responsibility for developing and coordinating the implementation of this

affirmative action program to Christine C. Iijima Hall, Ph.D., SPHR, District Director of Equity,

Opportunity and Engagement, or her successor. Dr. Hall has been given the authority and will be given

the resources, support of, and access to top management necessary to ensure the effective implementation

of its affirmative action program.

SECTION X. EXHIBIT A – Workforce Analysis See http://www.maricopa.edu/legal/eeo for the 254 page document.