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AMulticulturalOrganizationBaileyJackson,Ed.D.,andRitaHardiman,Ed.D.
1. Clearcommitmenttocreatinganinclusiveorganization
2. Seeks,develops,andvaluesthecontributionsandtalentsofallemployees
3. Includesallmembersasactiveparticipantsindecisionsthatshapethe
organization
4. Employeesreflectdiversesocialandculturalgroupsthroughoutalllevelsofthe
organization;anddemonstratethemulticulturalcompetenciestoservethe
increasinglydiversepopulations
5. Actsonitscommitmenttoeliminateallformsofexclusion/discriminationwithin
theorganization,includingracism,sexism,heterosexism,ageism,classism,disability
oppression,religiousoppression,genderidentity,oppression,etc.
6. Followsthroughonbroadersocialandenvironmentalresponsibilities
StepstoStrategic,SustainableOrganizationalChange
1. Gainleadershipcommitmentandsupport
2. FormanInclusionChangeTeam
3. Clarifyandcommunicatethevisionandinstitutionalbenefitsofaninclusive,
sociallyjustorganization:createasenseofurgencyandanexpectationfor
sharedresponsibility
4. ConductaComprehensiveCulturalAudittoassessthecurrentcampusdynamics
andorganizationalreadinessforsystemschange
§ Developadeepunderstandingoftheexperiencesofthemultipleprivileged
andmarginalizedgroupsoncampusandinthecommunity
§ “Mapout”andassessthecurrentcampusdynamics,climate,andstructures
(policies,practices,procedures,unwrittenrules,norms)
5. Identifythe“PromisingPractices”
6. TopleadersandInclusionChangeTeamanalyzedatafromCulturalAuditand
developStrategicPlan
7. Implementstrategicactivities,includingaccountabilitystructures
8. EvaluateprogressandreviseStrategicPlanandactivitiesasneeded
2
MCODDevelopmentalStageModel*
MONOCULTURALORGANIZATIONS
Stage1:TheExclusionaryOrganization§ Openlymaintainstheprivilegedgroup’spowerandprivilege
§ Deliberatelyrestrictsmembership
§ Intentionallydesignedtomaintaindominanceofonegroupoverothers
§ Overtdiscriminatory,exclusionary,andharassingactionsgounaddressed
§ Unsafeanddangerousenvironmentformarginalizedgroupmembers
§ Monoculturalorganization
Stage2:“TheClub”§ Maintainsprivilegeofthosewhohavetraditionallyheldpowerandinfluence
§ Monoculturalnorms,policies,andproceduresofprivilegedcultureviewedastheonly"right"
way:"businessasusual"
§ Privilegedcultureinstitutionalizedinpolicies,procedures,services,etc.
§ Limitednumberof"token"membersfromothersocialidentitygroupsallowedinIFtheyhave
the“right”credentials,attitudes,behaviors,etc.
§ Engagesissuesofdiversityandsocialjusticeonlyonclubmember’stermsandwithintheir
comfortzone
NON-DISCRIMINATINGORGANIZATIONS
Stage3:TheComplianceOrganization§ CommittedtoremovingsomeofthediscriminationinherentintheCluborganization
§ Providessomeaccesstosomemembersofpreviouslyexcludedgroups
§ Nochangeinorganizationalculture,mission,orstructure
§ Focus:Donotmakewaves,oroffend/challengeprivilegedgroupmembers
§ Effortstochangeprofileofworkforce(atbottomoforganization)
§ Tokenplacementsinstaffpositions:Mustbe“teamplayers”and“qualified”
* Mustassimilateintoorganizationalculture
* Mustnotchallengethesystemor"rocktheboat"
* Mustnotraiseissuesofsexism,racism,classism,heterosexism...
Stage4:TheAffirmingOrganization§ Demonstratedcommitmenttoeliminatingdiscriminatorypracticesandinherentadvantages
§ Activelyrecruitingandpromotingmembersofgroupsthathavebeen
historicallydeniedaccessandopportunity
§ Providingsupportandcareerdevelopmentopportunitiestoincreasesuccessandmobilityof
membersofgroupsthathavebeenhistoricallydeniedaccessand opportunity
§ Employeesencouragedtobenon-oppressivethroughawarenesstrainings
§ Employeesmustassimilatetoorganizationalculture
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MULTICULTURAL/INCLUSIVEORGANIZATIONS
Stage5:TheRedefiningOrganization§ Intransition
§ Activelyworkingtowardsdevelopinganinclusiveorganization
§ Movingbeyond“nondiscriminatory,”“non-oppressive”toproactively
inclusive
§ Activelyworkingtocreateenvironmentthat“valuesandcapitalizesondiversity”
§ Activelyworkingtoensurefullinclusionofallmemberstoenhancegrowthandsuccessof
organization
§ Questionslimitationsoforganizationalculture:mission,policies,programs,
structures,operations,services,managementpractices,climate,etc.
§ Engagesandempowersallmembersinredesigningandimplementingpolicies,practices,
servicesandprogramsto:redistributepower/authority;ensuretheinclusion,participation,
andempowermentofallmembers;andmeettheneedsoftheincreasinglydiverse
populationsservedbytheorganization
Stage6:TheMulticulturalOrganization§ Mission,values,operations,andservicesreflectthecontributionsandinterestsofthewide
diversityofculturalandsocialidentitygroups
§ Leadersandmembersactontheorganizationalcommitmenttoeradicateall
formsofoppressionwithintheorganization
§ Membersacrossallidentitygroupsarefullparticipantsindecision-making
§ Activelyworksinlargercommunities(regional,national,global)toeliminateallformsof
oppressionandtocreatemulticulturalorganizations
Sources:
Jackson,B.W(2006).Theoryandpracticeofmulticulturalorganizationdevelopment.In Jones,B.
B.&Brazzel,M.(Eds.),TheNTLHandbookofOrganizationDevelopmentandChange(pps.139
154).SanFrancisco,CA:Pfeiffer.
Jackson,B.W.,&Hardiman,R.(1994).Multiculturalorganizationdevelopment.InE.Y.Cross,J. H.
Katz,F.A.Miller,&E.W.Seashore(Eds.),Thepromiseofdiversity:Over40voicesdiscuss
strategiesforeliminatingdiscriminationinorganizations(pp.231-239).Arlington,VA:NTL
Institute.
Jackson,B.W.andHolvino,E.V.(1988,Fall),Developingmulticulturalorganizations,Journalof
ReligionandAppliedBehavioralScience(AssociationforCreativeChange),14-19.
Marchesani,L.S.andJackson,B.W.(2005),Transforminghighereducationinstitutions
usingMulticulturalOrganizationalDevelopment:Acasestudyatalargenortheastern
university.InM.L.Ouellett(Ed.),Teachinginclusively:Resourcesforcourse,departmentand
institutionalchangeinhighereducation(pp.241-257).Stillwater,OK:NewForumsPress.
4
IndicatorsofYourAssignedStageofMCOD
Directions:UsethefollowingquestionstodiscussyourassignedMCODStage.Makenotesandbe
preparedtoshareinsightsandexamples.
1. Demographicsanddegreeofmulticulturalcompetenceofleaders,managers,andemployees
2. Overallcultureoftheorganization:morale,conflict/tension,writtenandunwrittenrules,etc.
3. Commonpatternsofbehaviors,attitudes,andfeelingsofmembersofprivilegedand
marginalizedgroups?
4. Commonpractices/results/impact:decision-making,communication,recruitment,retention,
professionaldevelopment,supervision,programs,services,etc.
5. Whatare2-3generic/anonymousexamplesthatillustratetheindicatorsofthisStage?
•
•
•
5
IndicatorsofaRedefining/MulticulturalOrganization(Stage5/6)
Goals:
§ Toengagetheentiredepartment/division/campusinanewkindofopendialogueabout
whatitmeanstocreateandmaintainthenew,inclusiveorganization.Tocontinually
innovate,trynewstrategies,assessimpact,andredesignprograms,policies,andpractices
asneeded.
§ Tocontinuallyreassessthecurrentstateandorganizationalneeds,andimplementchangeas
neededtoensurethegoalsofdiversity,equity,andinclusionareachievedinthe
department/divisionandoncampus.
§ Intransition
§ Activelyworkingtowardsdevelopinganinclusiveorganization
§ Movingbeyond“nondiscriminatory,”“non-oppressive”toproactivelyinclusive
§ Activelyworkingtocreateenvironmentthat“valuesandcapitalizesondiversity”
§ Activelyworkingtoensurefullinclusionofallmemberstoenhancegrowthandsuccessof
organization
§ Questionslimitationsoforganizationalculture:mission,policies,programs,
structures,operations,services,managementpractices,climate,etc.
§ Engagesandempowersallmembersinredesigningandimplementingpolicies,practices,
servicesandprogramsto:redistributepower/authority;ensuretheinclusion,participation,
andempowermentofallmembers;andmeettheneedsoftheincreasinglydiverse
populationsservedbytheorganization
A.Leadership
1. Leadersregularlydiscussandcommunicatethedivision’sandthedepartment’svisionand
commitmenttoequityandinclusionforallstudentsandstaffto:
a. Createandmaintainasafe,inclusive,andequitableworkenvironmentthat:
i. activelyengagesandincludesallstaff,
ii. supportsthefullparticipationandsuccessofallstaff,
iii. isresponsivetotheneedsoftheincreasinglydiversestaffpopulation,
iv. activelyeliminatesallformsofdiscrimination,exclusion,andoppressioninthe
workplace.
b. Develop,implement,andcontinuallyassesspolicies,structures,programs,practices,
andservicesthat:
i. supportthepersistence,success,andgraduationofthefullbreadthofstudents
oncampus,
ii. areresponsivetotheneedsoftheincreasinglydiversestudentpopulation,
iii. activelyeliminatesallformsofexclusion,discrimination,andoppression.
c. Hireandretainaraciallydiverse,culturallycompetentstaffthroughoutalllevelsofthe
organizationthat(ataminimum)reflectsthedemographicsofthestudentpopulation
acrossthebreadthofdifferences.
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2. Leadersregularlydiscussthe“businesscase”~compellingreasonswhythedivision’sandthe
department’sfocusondiversity,equityandinclusioniscentraltotheachievementoftheir
overalldivisionalstrategicgoals.
3. Leadersregularlysharetheirpersonalpassionandcommitmenttoachievingthediversity,
equity,andinclusiongoals.
4. Leadersregularlycommunicateclearguidelinesforexpectedbehaviorandclearconsequences
forexclusionarypractices,inappropriatebehavior,negligence,etc.
5. Leadersensurethepoliciesandproceduresaboutworkplacesafety,harassment,hatecrimes,
non-discrimination,andinclusionarewidelycommunicated,discussed,andenforced
throughouttheorganization.
6. Leadersensurethattherearesafe,confidentialprocessesforreportingandresolving
grievances,harassment,etc.
7. Leadersregularlyattendprogramsandmeetingsexploringissuesofinclusionandequityon
campusandinthedivision.
8. Leadersdevelopandcommunicateaclear,conciselistofmulticulturalcompetenciesthatall
staffareexpectedtodemonstrateintheirdailyworkresponsibilities.
9. Leadersdemonstratethesecoremulticulturalcompetenciesinallaspectsoftheirwork
activities.
10. Leadersensurethesuccessfulcompletionofanannualcomprehensiveculturalaudit
(snapshot)oftheirdivision/department,includinggatheringbaselinedata;assessingpolicies,
procedures,programsandservices;analyzingdemographicandassessmentdata;and
developingmeasuresofsuccess.
11. Leadersengagedepartmentstaffindialoguesabouttheresultsoftheculturalaudit(snapshot)
andtherecommendationsforimprovements.
12. Leadersmeetquarterlywithotherdepartmentleadersto:
o Reviewthecurrentstateofequityandinclusionwithinthedivision,andwithineach
department
o Developplansforcontinuousimprovement
13. Leadersprovideneededresourcesandorganizationalinfrastructuretoensurethesuccessof
equityandinclusiongoals.
14. Leadersholdtheirdirectreportsandstaffaccountableformeetingthediversity,equity,and
inclusiongoals.
15. Leadersholdperiodicopenforumswithstafftohonestlydiscussthecurrentworkclimateand
progresstowardsachievingdiversity,equityandinclusiongoals.
16. Leadersseekhonestfeedbackfromcolleagues,membersoftheirdepartment,andstudents
about:
o Theireffectivenessasaleaderonissuesrelatedtodiversity,equityandinclusion
o Theeffectivenessoftheirstaffonissuesrelatedtodiversity,equityandinclusion
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B.PlanningandDecision-making
1. Planningprocessesintentionallyincludeinputfromstudentsandstaffwhoareaffectedbythe
potentialdecisionsandthosewhoareinvolvedinimplementingthedecisions.
2. Decisionsarebasedoncurrentdataandinputfromafullrangeofstakeholders(i.e.,climate
andsatisfactionsurveys;utilizationdata;focusgroupdata;inputfromopenforums;etc.)
3. Decision-makersusethefollowingpromptsastheyworktominimizeanyunintended
exclusionarypracticesandattitudesinplanninganddecision-makingdiscussions:
• Dowehavethefullbreadthofsocialidentitygroupsandperspectivesatthetable?
Involvedintheprocess?
• Doesourprocessseriouslyconsidertheinputandperspectivesofabroadrangeof
groupmemberships?
• Howmightourunconsciousattitudesandassumptionsabout____beplayingoutin
thisdecision?
• Whatcouldbetheimpactofthisonstudents,staff,andfacultyfromvariousand
intersectingprivilegedandmarginalizedgroups?
• Howmightthisinadvertentlyadvantagesomeanddisadvantageothers?
• Howcanwemakethismoreinclusiveformembersofvariousandintersectingsocial
identitygroups?
C.Supervision
1. Supervisorsregularlydiscusstheircommitmenttotheinclusionandequityvisionandgoals
withdirectreports,individuallyandasateam.
2. Supervisorsregularlyattendprogramsandmeetingsexploringissuesofinclusionandequity
oncampusandinthedivision.
3. Supervisorsdemonstratethedivisional/departmentalcoremulticulturalcompetenciesinall
aspectsoftheirworkactivities.
4. Supervisorscommunicatethesemulticulturalcompetenciestotheirteammembersandwork
witheachindividualstaffmembertodevelopacomprehensiveprofessionaldevelopmentplan
todemonstratecontinuousprogresstowardsdemonstratingthesecompetencies.
5. Supervisorsrequiredirectreportstosetclear,measurableandrealisticinclusionandequity
goalsfortheirareasofresponsibility.
6. Supervisorsregularlyassesstheprogressofdirectreportsontheirinclusionandequity
professionaldevelopmentgoals,individualperformancegoals,anddepartmentalgoals.
7. Supervisorsregularlydiscussdepartmentalprogresstowardsequityandinclusiongoalswith
directreportsanddepartmentalstaff.
8. Supervisorsrequiretheirstafftoparticipateintheculturalaudits(snapshot)atthedivision
anddepartmentlevel.
9. Supervisorsworkcollaborativelywithmembersofthedepartmenttoreviewtheresultsofthe
culturalaudits(snapshot)anddevelopplansto:
o Improvetheworkenvironment.
o Alignallpolicies,procedures,programs,andserviceswithequityandinclusiongoals.
8
10. Supervisorsimmediatelyrespondtoreportsofinappropriateand/oroffensivebehaviorsfrom
staffintheirdepartment(s).
D.Recruitment/Hiring1. Processesforrecruitingandhiringarereviewedandrevisedannuallytobetterachievethe
goalsofdiversity,equity,andinclusion.
2. Staffcontinuallyexpandtheirprofessionalnetworksinthefieldandinthecommunityto
developconnectionsformarketingpositionopenings,identifyingpotentialcandidates,etc.
3. Positionannouncementshighlightthepreferredmulticulturalcompetenciesforthespecific
jobresponsibilities.
4. Allstated“minimumrequirements”areessentialtotheposition.
5. Anyeducationalorothercredential(s)andyearsofexperiencearelistedaspreferred,unless
mandatedbylawsorregulations.
6. Positionannouncementandlistofpreferredcompetenciesaredistributedtoawiderangeof
organizations,colleagues,listservs,andpublicationstomaximizetheattractionofaracially
diverse,culturallycompetentpoolofcandidates.
7. AllmembersofSearchCommitteesdemonstratecoremulticulturalcompetenciesintheirroles
andarecommittedtothedivisionalanddepartmentgoalsfordiversity,equityandinclusion.
8. AllSearchCommitteesarediversebyraceandothercategoriesofdiversity.
9. HiringManagerand/ordepartmentleadermeetwiththeSearchCommitteetodiscusstheir
commitmenttohiringaraciallydiverse,culturallycompetentstaff.
10. SearchCommitteemembersreceivetrainingtominimizethepotentialthattheirbiaseswill
impacttheselectionprocess.
11. SearchCommitteemembersusepositiondescriptionandlistofpreferredcompetenciesand
experiencesasaguideastheyreviewresumes,selectcandidatesforinterviews,develop
interviewquestions,andevaluatecandidatesafterinterviews.
12. SearchCommitteemembersandparticipantsininterviewprocessespresentarealisticviewof
theposition,thecampusenvironment,aswellasthesurroundingcommunitywithrespectto
issuesofdiversityequityandinclusion.
13. HiringmanagerworkswithSearchCommitteetocreateaformalprocesstosupportthe
successfulorientationandtransitionofnewhirestothecampusandlocalcommunity(i.e.,
createa“TransitionTeam;”developaformalmentoringprocessforallnewhires;developa
planforthenewhiretodevelopworkingrelationshipswithdepartmentteammembersand
campuspartners;etc.)
E.Professionaldevelopment
1. Allstaffarerequiredtoannuallyassesstheircurrentlevelofmulticulturalcompetenceand
discussgoalsfortheirprofessionaldevelopmentwithsupervisor.
2. Allstaffarerequiredtoparticipateinregularprofessionaldevelopmentactivitiestodeepen
multiculturalcompetencies(trainings,workshops,courses,conferences,readinggroup,etc.)
3. Staffmeetannuallywithsupervisortodiscusstheirprogressandrevisedevelopmentplans.
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4. Thedivisionanddepartmentssponsorregularprofessionaldevelopmentsessionsforallstaff
todeepentheirmulticulturalcompetenciesacrossthefullbreadthofdifferences.
F.Performancemanagement
1. Allstaffarerequiredtocontinuallyassessandincreasetheirlevelofmulticulturalcompetence.
2. Allstaffarerequiredtodemonstratemulticulturalcompetenciesintheirdailyworkactivities.
3. Supervisorsconductaformalperformancesessionannuallywitheachdirectreport,aswellas
informaldiscussionsaboutperformanceatleastevery3months.
4. Leadersconductanannualdivision-levelanalysisofperformanceratingstoassessifthereare
disparitiesacrossrace,gender,rank,etc.
G.Orientationandtransitionofnewemployees
1. Supervisorsconductorientationandon-goingtransitionmeetingswithallnewemployeesto:
o Reviewthedivision/departmentinclusionandequitygoals
o Statetheirexpectationsforinfusinginclusionintodailyworkpractices
o Identifycurrentlevelofmulticulturalcompetenceandplanprofessionaldevelopment
activitiesforthenext6-9months
2. Supervisorsmeetregularly(weeklyorbi-weekly)withnewemployeestoexplore:
a. Howtheemployeeisadjustingandintegratingintothedepartment/division
b. Theemployee’sneedforadditionaltraining,supportandcoaching
c. Anyconflicts,misunderstandingsorbarrierstheyareencountering
d. Anyneedsforadditionalresourcesorinformation
H.Promotions,InterimAppointments,andRe-appointments
1. Acandidate’sabilitytoconsistentlydemonstrateanadvancedlevelofmulticultural
competenceisacentralcriteriaforallpromotions,interimappointments,andre-
appointments.
2. Allprocessesforpromotions/interimappointmentsaretransparent,alignedwithequityand
inclusiongoals,anddevelopedinconsultationwiththedivisionalleaderorher/hisdesignee.
I.Research/DataCollection/Measurement
1. Departmentsregularlycollectandanalyzedata(disaggregatedbyrace,gender,yearinschool,
etc.)ontheeffectivenessoftheirprogramsandservices,including:
o Satisfactiondatafromstudents
o Utilizationdatabystudents
2. Departmentsannuallycollectandanalyzedisaggregateddataabouttheworkenvironmentfor
staff.Assessmentformatsincludefocusgroups,employeesurveys,interviews,“skiplevel”
meetings,etc.
3.Departmentsbuildasharedunderstandingofthepracticesthatpromoteinclusionaswellas
thosethatresultinindifference,exclusionand/ordiscrimination.
KathyObear,AllianceforChangeConsulting,www.drkathyobear.com
10
InclusiveOnboardingPracticesthatIncreaseRetention
1.Networking~Increaseconnectionswithcolleaguesinyourregion
• Formaconsortiumamongregionalorganizationstopartnerinonboardingactivities
• Createalistofregionalprofessionalassociationsandorganizationsthatnewemployeesmay
beinterestedin
• Hostnetworkingactivitiestowelcomeandconnectnewhireswithintheorganizationandwith
membersofthecommunity
• Hostregulargatheringsoverthefirst12-18monthsfornewemployeestomeetandnetwork
amongthemselves;invitekeyleaderstoattendandnetworkwithnewemployees
2.Mentoring
• Developaformalmentoringprogramforallnewhires.
• Assigneachnewemployee2mentors:onementorwithintheirdepartment;anothermentor
fromarelateddepartment
• Hostagathering1-2times/yearforallnewhiresandtheirmentors
3.Transitiontotheteamlevel
• Designteam-buildingactivitiestofast-trackthenewhiresentryintothedepartment.
• Schedule1-1meetingswiththeexecutiveleaderofthedivisionandotherdivisions.
• ScheduleameetingwiththePresident/CEO.
• Schedule“meetandgreet”meetingswithkeycolleaguesandpartners.
• Developaprofessionaldevelopmentplanfornewhirestoensuretheyreceivecritical
informationaboutorganizationalculture,procedures,policies,unwrittenrules,etc.
4.Createaformalprocessof“TransitionTeams”tosupportthesuccessfultransitionofnewhires
• Create“TransitionTeams”toprovidesupporttonewhiresoverthefirst12-18monthsof
employment.
• Teammemberstoincludeacrosssectionofemployeesfromtheirareaandrelated
departments.
• Havetheteammembersplanhowtheywillindividuallyandcollectivelysupporttheirnew
colleague.
• HiringManagermeetswiththeTransitionTeamandtoreviewtheirplantosupportthenew
hire’stransition.
• Ensurethattheirofficespaceisreadywhentheyarrive;havethekeys,parkingpass,IDcard,
etc.,readilyavailable;makesurethecomputer,phone,etc.,areinworkingorder.
• Findoutwhentheyintendtoarriveontheirfirstday,andplantohavemembersofthe
departmentavailabletogreetthemandhelpthemmovein,ifpossible.
• Planhowtogetthemintroducedtoallthekeydepartmentcolleaguesandotherpartners.
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5.Supervisorsconductorientationandon-goingtransitionmeetingswithallnewemployeesto:
• Reviewthedivision/department/organizationalinclusionandequitymissionandgoals
• Statetheirexpectationsforinfusinginclusionintodailyworkpractices
• Identifycurrentlevelofmulticulturalcompetenceandplanprofessionaldevelopment
activitiesforthenext9-12months
6.Supervisorsmeetregularly(weeklyorbi-weekly)withnewemployeestoexplore:
• Howtheemployeeisadjustingandintegratingintothedepartment/division
• Theemployee’sneedforadditionaltraining,supportandcoaching
• Anyconflicts,misunderstandingsorbarrierstheyareencountering
• Anyneedsforadditionalresourcesorinformation
7.Websiteresources
• Expandtheorganization’swebsitetoincludeasectionforprospectivecandidatesthatincludes
theMission,Vision,Values,andanystatementsabouttheorganization’scommitmentto
creatinganinclusiveenvironment,andhiringandretainingemployeeswhodemonstratethe
multiculturalcompetenciesandskillstomeettheneedsoftheincreasinglydiversepopulations
youserve.
• Includelinkstoinformationabouttheregion,includingthehousingmarket,localschools,
religious/spiritualorganizations,etc.
• Provideeasylinkstoemploymentrelatedinformation,includingdescriptionsofbenefits,key
humanresourcespolicies,professionalandcareerdevelopmentopportunities,etc.
8.Createinstitutionalstructuresthatencourageandrewardeffortstoincreasemulticultural
competencies
• Createtheopportunityforemployeestoparticipateinatrainingprogramtobecomea
“DiversityPractitioner.”Participantswoulddevelopdeeperskillsandcompetenciestotrack
andrecognizecommentsandpracticesthatcouldunderminetheorganization’scommitment
todiversityandinclusion,aswellaspracticeeffectivewaystorespondandintervenein
situationstocreategreaterinclusionandfairness.
• Requireallmajorcommitteesandtaskforceshaveatleastone“DiversityPractitioner.”
• Scheduleseveralprogramseachyearthatexploreissuesofintegratingdiversityandinclusion
intodailypractices,suchas:panelsofemployees/supervisorsdiscussinghowtheyinfuse
issuesofdiversityandinclusionintotheirwork;speakersandtrainingsessionsonthe
competenciestoeffectivelyservevarioussegmentsoftheclientpopulation;roundtablesof
employeestosharepromisingpractices;staffretreatstoincreaseskills/competenciesand
sharebestpractices;etc.
• Requireallstafftoparticipateinadiversityandinclusiontrainingsessionsevery1-2years.
• Infuseissuesofequityandinclusionintoalltrainingandeducationalactivities,particularly
supervisorandmanagementtraining.
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• Addtotheannualplanningprocess:Plannedstrategiestoincreasetheskillsandcompetencies
ofcurrentstafftoservetheincreasinglydiverseclientpopulation;plannedstrategiesto
increasethepoolofpromisingcandidatesforfuturejobopenings;plannedstrategiesto
increasetheretentionofcurrentemployees,especiallythosethatdemonstratecompetencies
andskillstoservetheincreasinglydiverseclientpopulation.
9.Assesscurrentpracticesandprocedures
• Gatherandanalyzeclimateandorganizationaldataonthepast5+years
• GatheranddiagnosedatawithanInclusionLensonmosthumanresourcesactivities,
including:hiringpools;employeesatisfaction;professionaldevelopmentopportunities;length
ofstayofnewhires;performanceratings;etc.
• Identifyandreview/revisepracticesandproceduresforreportingandresolvinguninclusiveor
harassmentsituations.
CompiledbyKathyObear,Ed.D.,www.drkathyobear.com
13
StrategicGoalsforMovingThroughthe
StagesofMulticulturalOrganizationDevelopment(MCOD)
Stage1:TheExclusionaryOrganization
• Identifyallareaswherediscriminationandharassmentoccur
• Eliminatepractices,policies,andactionsthatareexclusionary,harassing,anddiscriminating
• Implementpolicies,practices,andaccountabilitystructurestoensurethephysicaland
psychologicalsafetyofmembers
Stage2:“TheClub”
• Createtheinfrastructuretorecommendorganizationalchanges
• Assessthecurrentclimate,culture,andorganizationalpractices
• Reviewandrevise,asneeded,corestatementsandpolicies:mission,vision,humanresource
policies/practices,etc.
• Mapoutcurrentrecruitmentandhiringpractices;shiftpracticesandpoliciesinorderto
successfullyhirearaciallydiverse,culturallycompetentstaffandfaculty
• Identifycurrentretentionanddevelopmentpracticesformembersofunder-represented
groups;implementadditionalprogramsandpractices
Stage3:TheComplianceOrganization
• Buildandimplementanevidence-basedInclusionStrategicPlan
• Increasethedemographicdiversityandculturalcompetenceatalllevelsoftheorganization
• Identifyandcommunicatenewexpectationsfordemonstrationofculturalcompetence
• Createprofessionaldevelopmentandaccountabilitystructurestoincreasecapacityofleaders,
faculty,andstafftoachieveInclusionGoals
• BuildtheinfrastructureattheunitleveltoachieveInclusionGoals
Stage4:TheAffirmingOrganization
• CollectanddiagnosedatafromunitlevelCulturalAudits
• Increaseeffortsfocusedonrecruitment,retention,professionaldevelopment,andsuccessof
allmembers
• Developcapacityofstaffandfacultytoanalyzepolicies,programs,andpracticeswithan
InclusionLensandintegrateattentiontoissuesofequityandinclusionindailyactivities
Stage5/6:TheRedefining/InclusiveOrganization
• Empowerallmemberstocontinuallyinnovate,assess,andredesignprograms,policiesand
practicestosupportthesuccessofthefullrangeofmembers
• CreatestructurestoensurethatanInclusionLensisactivelyengagedinallplanningand
decision-makingprocesses
• Implementcontinuousimprovementandassessmentstructures
14
FacilitatingProgressThroughthe
StagesofMulticulturalOrganizationDevelopment*(shortversion)
Directions:StartattheMCODStageyouhavechosenthatbestreflectsthecurrentstateofyour
organization.ReviewtheStrategicActionsandusethefollowingsymbols:
• (√)~allStrategicActionsthatarecurrentlyinprocess
• (-)~anyStrategicActionsthatareinplanningstage
• (*)~anyStrategicActionsthatseempossibleanduseful
ThenreviewtheStagesbeforeandafterusingthesamesymbols.
Stage1:TheExclusionaryOrganization
StrategicActions:Thegoalistoassessthecurrentstate,increasesafety,decreaseexclusionary
anddiscriminatorypractices,andmakeenvironmentfarlessdangerousforthephysicaland
psychologicalwell-beingofmembers.
• Buildasharedunderstandingofthecurrentexclusionarypracticesandbehaviors.
• Gatherdataabouttheimpactofstatusquoonmembersofthedepartment/division,
campuscommunity,andthereputationoftheinstitution
• Identifyanyinternalandexternaldemands,“leversforchange”toshiftthestatusquo
(i.e.,recentbiasincidents,missionandvaluesoftheorganization,currentorpotential
lawsuits,dropinenrollmentandretention,stateandnationalpriorities).
• Increasevisibilityofleadersreinforcingtheircommitmenttocreateasafe,inclusive
campusenvironment.
• Identifyandcommunicateclearexpectationsforexpectedbehaviorsandconsequences
forexclusionarybehaviors.
• Ensurethatallleaders,managers,andfacultyparticipateinrequiredrelatedtrainings,
includingsexualharassmenttraining,grievanceprocedures,etc.
• Continuallymonitorandreportoneffortsandoutcomestocreategreatersafetyforall
groupsinthedepartment/divisionandoncampus.
• Gathergoodpracticesandbenchmarksfrompeerinstitutions.
• Identifyandworktoresolvegapsbetweencurrentmission/valuesstatementsand
policies/reportingprocedures(i.e.,non-discriminationpolicy,hatecrimespolicy,sexual
harassment,personnelgrievances,etc.)
15
Stage2:“TheClub”
StrategicActions:Goals~Continuetoeliminatediscriminationand harassmentinthe
department/divisionandoncampus,andinstitutionalizepoliciesandpracticestoincreasethe
safetyofallcommunitymembers.Begintoassessthecurrentstateandcreatethe
infrastructuretoimplementstrategiesto(a)createaninclusivedepartment/divisionand
campusenvironmentand(b)successfullyrecruit,retainandpromotefacultyandstaffwho
demonstratetheskillsandcompetenciestoeffectivelyteachandprovideservicestoan
increasinglydiversestudentpopulation.Increasevisibilityoftopleadercommitment.
• ContinueandenhanceworkonalloftheStrategicActionsinStage1,Exclusionary
Organization.
• CreateanInclusionChangeTeam.
• FormtheChangeTeam~Ensurethatthemembershiprepresentsadiagonalsliceof
theorganization/department/division.Adjustmembers’workload,asneeded,toallow
theirfullparticipation.
• TeamdevelopmentofInclusionChangeTeam.Acceleratetheskillandgroup
developmentoftheChangeTeamthroughretreats,in-depthequity/inclusiontraining,
andauthenticdialogueamongmembers.
• InitialAssessment:ConductacomprehensiveCulturalAudit(students,staff,faculty,
alumni,localcommunity)includingclimateassessment,dataonrecruitment,retention,
promotion,tenure,developmentandcareerpathing,performanceratings,
demographicsbyjobpositionandsalary,grievancesandhatecrimes,assignmentsof
stretchopportunities,infusionofdiversityintocurriculumandco-curricularactivities,
etc.
• FeedbackSession:CompilethedataandconductaFeedbackSessionwithtopleaders
todiagnoseresultsofCulturalAuditanddiscusswaystoamelioratetheexclusionand
inequity.
• ExamplesofactionsthatcouldresultfromtheFeedbackSession:
Ø Assessthecurrentpolicies,processes,andpracticesandidentifyDiscretionary
Pointswherebiascouldentertheseprocessesandcreatenegativedifferential
treatmentofstudents,staffandfaculty.
Ø Focusoninfluencingfuturerecruitingeffortstohireleadersandmid-level
managerswithademonstratedcommitmentandtrackrecordforcreating
inclusivecampusenvironments.
Ø Revise,asneeded,organizationalmission,valuesstatement,andHuman
Resourcespoliciestoaddressissuesofinclusiondirectlyandcomprehensively.
Ø Increaseprogramsandworkshopsonequityandinclusion.
Ø CreateaMentoringProgramforstudents,staff,andfacultyfrommarginalized
groups.
Ø Increaseresourcesforprogramsandservicesthatpromotetheadjustment,
retention,andacademicsuccessofmarginalizedgroups,includingsupport
centers,themehousing,academiccoursesandacademicsupportservices,
Multiculturalstudentleaderretreats,etc.
• LeadershipTeamDevelopment:Workwiththetopleaderstoincreasetheircapacityto
demonstrateeffectiveleadershipofthisInclusionInitiative.
16
Stage3:TheComplianceOrganization
StrategicActions:Goals~Tobuildandimplementaevidence-basedStrategicPlan;increasethe
numbersofstaff,faculty,andadministratorsfrommarginalizedgroups;createstructuresto
ensuretheyarewelcomedandembracedbythecampuscommunity.
• Continuetocollect,analyze,andcomparecomprehensivedataonclimate,
recruitment,retention,promotions,costsofstatusquo,etc.
• TopleadersandInclusionChangeTeamdevelopalong-termInclusionStrategicPlan;
MeasuresofSuccessidentifiedandcommunicatedwidely.
• Createmeaningfuldialogueamongtopleadersandmembersofmarginalizedgroups
andkeyallies.
• Createa“ReverseMentoring”Programfortopleadersandselectedotherkeyleaders~
matchleaderswithamarginalizedgroupmember~goalofmentoringprogramisto
bothincreaseculturalcompetenciesofleadersandsupportprofessionaldevelopment
andsuccessofmarginalizedgroupmembers.
• ContinuedevelopmentandtrainingofLeadershipTeamtoincreasedepthof
commitmentandconsistentdemonstrationofculturalcompetencies.
• Clarifyandcommunicateclearexpectationsforqualityofservicesandqualityof
campusexperienceforallstudents,staffandfacultyacrossgroupidentity.
• Identifycorecompetenciesexpectedofalladministrators,staffandfaculty.
• Reviseperformancesystemtoholdpeopleaccountablefordemonstratingthese
culturalcompetencies.
• Implementacomprehensiveinitiativetoincreasetheculturalcompetenceofall
administrators,faculty,andstaff.
• IntegrateculturalcompetenciesintoHumanResourcesandallothertrainingsessions.
• FormUnitInclusionCommitteesthatarelinkedtotheInclusionChangeTeam.
• Examineandrevisepolicies,practices,andstructurestoincludethegoalsofinclusion
andculturalcompetenciesexpectedofadministrators,faculty,andstaff(i.e.,job
descriptions,department/divisionmissionstatements,decision-makingprocesses,
protocoltorespondtogrievances,hatecrimesandsexualassaults,performance
evaluations,rewardstructures,marketingmaterials,recruitingpractices,hiring
practices,promotionalprocesses,careerdevelopmentprocesses,etc.)
• RequireInclusionPlansfromallleadersandmanagersthatidentifymeasurable
strategiestomeetDiversityGoals.
• ImplementaMentoringProgramforstaffandfaculty.
• Createmeaningfulopportunitiesformembersofmarginalizedgroupstomeet.
• Createdevelopmentalopportunitiesformembersofprivilegedgroupstoexamine
privilege,privilegedculture,andexploretheirroleinpartneringtocreatechange.
• RequireallSearchCommitteestoparticipateinaDiversity/Inclusionworkshop
designedtoeliminatediscriminatorypracticesandincreasethehiringofcandidates
whodemonstratecoreculturalcompetencies.
• Examineandrevise,asneeded,allon-boardingandorientation/trainingprogramsof
staff,facultyandadministratorstoaddressissuesofinclusion.
17
Stage4:TheAffirmingOrganization
StrategicActions:Goals~Tocontinuetoenhancethesafetyofallgroups,andincreasethe
numbersofmarginalizedgroupmembersoncampus.Increaseattentiontoaccessand
strategiestoensuresuccessforallfaculty,staff,administrators,andstudents.Increaseskilland
competenciesofstaff,facultyandadministratorstocreateprograms,services,andprocessesto
increaseengagementandsuccessofincreasinglydiversecampuspopulation.
• Topleadersreviewdivision/institution-widedataonrecruitment,retention,
development,careerpathing,andpromotionsevery6months.
• ConductCulturalAuditsforindividualdepartmentsanddivisions.
• ConductFeedbackSessionswithleaders,managers,andstaff/facultytodiagnosedata
fromCulturalAuditsoftheirarea.
• ChargeexistingordevelopaTaskForcetoworkdirectlywithleadertoaddressissues
raisedindepartment/divisionCulturalAudits
• Trainallstaff,faculty,andadministratorshowtointegrateequityandinclusioninto
theirday-to-dayactivities.
• Trainleadersandmanagerstoidentifythe“discretionarypoints”inpolicies,practices,
andunwrittenruleswherebiasandprejudicecouldresultinnegativedifferential
impactandexclusion.
• AnnualreviewbytopleadersofInclusionPlansfromallleadersandmanagersin
division/department.
• 6-monthreviewsbytopleadersofInclusionPlansfrommanagersinunit.
• Goodpracticessharedacrossdivisions.
• Rewardsystemandprocessesdevelopedandimplementedforchampionsandareas
thatmakesignificantprogresstowardsInclusionGoals.
• Developtheinternalcapacityofacoregroupoffaculty,staff,andadministratorsto
effectivelyusean“InclusionLens”inday-to-dayactivities.
• DevelopagroupofInternalTrainers/Coacheswhocanfacilitatediversityawareness
andskillsessionsacrosscampus.
• Createstructuresthatrewardfacultywhoenhanceteachingmethodstomeetthe
learningneedsofallstudents,andintegrateculturalcompetenciesandsocialjustice
skillsintotheircourses.
• Instituteacademiccoursesthatteachaboutequityandinclusion.
• Developaco-curriculartranscriptthatincludesstudents’activitiesandachievementsin
leadershipandinclusionefforts.
• SponsorDialogueGroupstofacilitateauthenticdialogueandunderstandingamong
membersofprivilegedandmarginalizedgroups.
Stage5:TheRedefiningOrganization
StrategicActions:Goals~Toengagetheentiredepartment/division/campusinanewkindof
opendialogueaboutwhatitmeanstocreateandmaintainthenew,inclusiveorganization.To
continuallyinnovate,trynewstrategies,assessimpact,andredesignprograms,policies,and
practicesasneeded.
• NewnormsoftheInclusiveOrganizationarecommunicatedwidely.
18
• Reviseperformanceandrewardsystems,orientation/on-boarding,and
development/trainingprogramstohighlightkeyskillsandcompetenciesthatsupport
thenewnormsandinclusiveculture.
• Annualanalysisandrevisionofallpolicies,practicesandprocedurestoeliminateany
unintendeddifferentialimpactandexclusion.
• Createstructurestoensurethatan“InclusionLens”isactivelyengagedinallplanning
anddecision-makingprocesses.
• Continuetoinfluenceallrecruitingeffortsofleaders,managers,andfacultytoensure
theydemonstratecommitmentandsuccessincreatingandmaintaininginclusive
campusenvironmentsforallconstituents.
• Enhancecommunityoutreacheffortsandpartnershipinitiatives.
Stage6:TheMulticulturalOrganization
StrategicActions:Goals~Tocontinuallyreassesscurrentstateandorganizationalneeds,and
changeasneededtoensureequityandinclusioninthedepartment/divisionandoncampus.
• ImplementContinuousImprovementstrategies.
• Conductregular,comprehensiveCulturalAudits.
• Revisepolicies,practices,andnormsasneededtomaximizeinclusion.
• Initiateregionaleffortstosharegoodpractices,increaseinclusioninallregional
institutions.
• Partnerwithlocalandstategovernmentleaders.
• Staycurrentoneffortsofpeerinstitutionsandotherorganizations.
• Continuetoinfluenceallrecruitingeffortsofleaders,managers,andfacultytoensure
theydemonstratecommitmentandsuccessincreatingandmaintaininginclusive
campusenvironmentsforallconstituents.
*SourcesforMCODTheoryandStageModel:
Jackson,B.W(2006).Theoryandpracticeofmulticulturalorganizationdevelopment.In Jones,B.&
Brazzel,M.(Eds.),TheNTLHandbookofOrganizationDevelopmentandChange(pps.139-154).
Arlington,VA:NTLInstitute.
Jackson,B.W.,&Hardiman,R.(1994).Multiculturalorganizationdevelopment.InE.Y.Cross,J.H.
Katz,F.A.Miller,&E.W.Seashore(Eds.),Thepromiseofdiversity:Over40voicesdiscuss
strategiesforeliminatingdiscriminationinorganizations(pp.231-239).Arlington,VA:NTL
Institute.
Jackson,B.W.andHolvino,E.V.(1988,Fall),Developingmulticulturalorganizations,Journalof
ReligionandAppliedBehavioralScience(AssociationforCreativeChange),14-19.
Marchesani,L.S.andJackson,B.W.(2005),Transforminghighereducationinstitutionsusing
MulticulturalOrganizationalDevelopment:Acasestudyatalargenortheasternuniversity.InM.L.
Ouellett(Ed.),Teachinginclusively:Resourcesforcourse,departmentandinstitutionalchangein
highereducation(pp.241-257).Stillwater,OK:NewForumsPress.
DevelopedbyKathyObear,Ed.D.,AllianceforChangeConsulting,
[email protected](413)537-8012;incollaborationwithBaileyW.Jackson,Ed.D.,
19
MulticulturalCompetenciesforCollegeAdministrators
Directions~Readeachitemand:
a. Check-offwhichcompetenciesareanexplicitpartofyourunit’shiring,training/development,
andaccountabilityprocesses.
b. Star(*)anyadditionalcompetenciesyoubelievearenecessaryforstaffinyourunitto
possess/demonstrateastheyintentionallycreateaninclusivecampusenvironmentforall
studentsandstaff.
A.Knowledgeabout:
1. Currentcampus,division,andunitmission,vision,values,strategicplans,protocols,policies,
etc.,relatedtodiversity,equity,andinclusion(DEI)
2. Thepatternsofsocializationandcommonlifeexperiencesofmembersofvariousprivileged
andmarginalizedgroupsacrossdifferentcultures
3. Thehistoryofvariousformsofoppression
4. Currentstructuresanddynamicsthatoccurinsocietyandoncampusthatundermine
institutionalgoalsofaccess,persistence,retention,andsuccess/graduation
5. Potentialculturaldifferencesandpreferredstylesforcommunication,learning,supervision,
feedback,conflictresolution,etc.,basedongroupmembershipsbyrace,genderidentity,age,
sexuality,disabledstatus,nationalorigin,culture,ethnicity,etc.
6. Commonattitudes,perceptions,behaviors,andbiasesofmembersofprivilegedgroupsthat
perpetuatethestatusquo(internalizeddominance)
7. Commonattitudes,perceptions,behaviors,andbiasesofmarginalizedgroupsthatperpetuate
thestatusquo(internalizedoppression)
8. Commondailyexperiences,micro-aggressionsandexclusionaryactions/commentsthat
membersofvariousmarginalizedgroupsexperienceoncampusandinsociety
9. Commonexamplesofprivilegethatmembersofprivilegedgroupsexperienceoncampusand
insociety
10. Examplesofattitudesandbehaviorsthatcreateaninclusiveenvironmentthatsupportsthe
successofallstudentsandstaff
20
11. Examplesofpractices,policies,procedures,programs,andservicesthateffectivelyservethe
needsoftheincreasinglydiversestudentandstaffpopulation
12. Waystoeffectivelyfacilitatechangeandcreategreaterinclusionattheindividuallevel,
interpersonallevel,teamanddepartmentlevel
13. Campusandcommunityresourcesthatpromotediversity,equity,andinclusionandhowto
makeeffectivereferrals
14. Theimpactoftheintersectionalityofmultipleprivilegedandmarginalizedgroupmemberships
inthelivesofstudentsandstaff
15. Waystodesignandofferprogramsandservicesthatsupportstudentsandstaffwho
experiencethecampusthroughtheintersectionsoftheirmultiplegroupidentities(i.e.,LBGTQ
peopleofcolor;internationalstudentswithdisabilities;studentsintheU.S.onavisawhoare
intheprocessoftransitioningtheirgenderidentity;etc.)
16. Currenttheories/modelsofSocialIdentityDevelopmentforseveralcategoriesofdiversity
17. Currenttheoriesandmodelsforstudentandadultlearninganddevelopment,andtheability
touseandcritiquethemwithanInclusionLens
B.Awarenessabout:
1. Yourintentionsandcorevaluesaboutdiversity,equity,andinclusion
2. Yourgroupmembershipsinthefullbreadthofcategoriesofdiversity
3. Howyoursocializationandlifeexperienceshaveinfluencedyourvalues,goals,beliefs,
attitudes,perceptions,etc.
4. Groupmembershipswhereyouareintheone-down/marginalizedgroup;andexamplesof
howyouandothersgetseenandtreatedasamemberofthesegroups
5. Groupmembershipswhereyouareintheone-up/privilegedgroup;andexamplesofprivilege
youandothersreceivefromthesegroupmemberships;aswellashowyouandothersget
seenandtreatedasamemberofthesegroups
6. Thebiases,prejudiceandstereotypesyoustillcarryfromsocializationexperiencesabout
variousprivilegedandmarginalizedgroups
7. Howyourbeliefsaboutwhatis"effective"or"professional"havebeeninfluencedbyyour
socializationandlifeexperiencesinyourmultipleprivilegedandmarginalizedgroup
21
memberships(i.e.,verbalandwrittencommunicationstyles,leadership,dresscode,conflict
style,leadershipstyle,training,advising,etc.)
8. Yourlevelofmulticulturalcompetence-strengthsaswellasareasneedingimprovement
9. Theimpactofyourbehaviorandcommentsonothersgivenyourintersectingprivilegedand
marginalizedgroupmemberships
10. Howyouhavebeenimpactedbybothinternalizeddominanceandinternalizedoppression
11. Yourcommontriggers/hotbuttonsandhowyoumayreactunproductivelyduringtriggering
events
12. Theintrapersonalrootsofyourcommontriggersthatfuelunproductivereactions
C.Skillsto:
1. Consistentlytreateveryonewithrespect,fairness,anddignity
2. Communicateyourcommitmenttothevisionandvaluesofthecampus,divisionandunitwith
respecttodiversity,equityandinclusion
3. Communicateeffectivelyacrossdifferencesandwithmembersofadiverseteam
4. Developeffectiveworkingrelationshipsandpartnershipswithinandacrossdifferences
5. Facilitateeffectivediscussionsandauthenticdialogueamongmembersofadiverseteam
6. NoticegroupdynamicswithanInclusionLens
7. Recognizeandeffectivelyrespondtoexclusionarycomments,actions,practices,andpolicies
8. Engageinproductivedialoguesaboutdynamicsofinclusionandexclusionwithinandacross
groupmemberships
9. Createaninclusiveworkenvironmentacrossthebreadthofdifferencesthatpromotesthe
successofallstudentsandstaff
10. Develop,implement,andcontinuallyimproveprograms,services,practices,proceduresand
policiesthatmeettheneedsoftheincreasinglydiversestudentandstaffpopulation
11. Effectivelyutilizetheorganizationalprotocolsandprocessestorespondtoreportsofhate
crimes,harassment,workplaceviolence,etc.
12. Self-reflecttoexamineyourbehaviors,intentions,assumptions,attitudes,biases,emotions,
etc.
22
13. Recognizewhenyourbiasesandassumptionshaveinfluencedyouractionsinthemoment
14. Interruptandreframeyourbiasesandassumptionsaboutvariousprivilegedandmarginalized
groupsinthemoment
15. Recognizetheimpactyourcommentsandbehaviorshaveacrossandwithingroup
membershipsinthemoment
16. Respondeffectivelyafteryoumakeaninappropriate,prejudicial,and/orexclusionary
commentoraction
17. Solicitinputandchangeyourbehaviorbasedonfeedbackfromothersabouttheeffectiveness
ofyouractionswithrespecttodiversity,equityandinclusion
18. Givefeedback,usinganInclusionLens,toothersabouttheimpactoftheircomments,
behaviors,programs,services,unwrittennorms,etc.
19. Seekandutilizeinputfrommembersofvariousprivilegedandmarginalizedgroupsinplanning
anddecision-makingprocesses
20. Developeffectivepartnershipswithstaffandfacultyacrossthecampusandwithinthedivision
tocontinuallyimproveservicesandprogramstomeettheneedsofthefullbreadthofstudents
andstaffoncampus
21. Anticipateanddiscusstheprobabledifferentialimpactofproposeddecisions,policies,
practices,services,etc.,acrossgroupmemberships
22. Provideeffectiveadvising,coaching,andmentoringwithinandacrossdifferences
23. Designandimplementculturallyrelevantprograms,workshops,andservices
24. Provideeffectivesupervisionwithinandacrossdifferences
25. Effectivelydescribetheexclusionarycommentsandbehaviorsyouobserveorexperience
26. Navigateconflictandmisunderstandingonadiverseteam,withinandacrossdifferences
27. Navigatestrongemotionsandtriggeringevents:whenyouand/orothersfeeltriggered
28. Recognizetheunintendedimpactofcomments,actions,media/publications,programs,
policies,etc.,acrossandwithingroupmemberships
29. Facilitatedialoguewhenthereisamismatchbetweentheintentandtheimpactofsomeone's
behavior,apolicy,adecision,etc.
30. "Relatein"and"seeyourselfinothers,"insteadofjudgingthosewhomakeexclusionary
commentsandbehaviors
23
31. Effectivelyuseself-disclosurefromyourmultipleprivilegedandmarginalizedgroup
membershipstocreategreaterconnection,understanding,andlearning
32. Coachandtrainstudentsandstafftodeepenandbroadentheirmulticulturalcompetencies
D.InfuseDiversity,Equity,andInclusionintodailyworkpracticesandactivities
1. Trackcurrentutilizationofprogramsandserviceswithinyourareabygroupmembership
2. Continuallygatherdataabouttheimpact,perceptions,andexperiencesoftheprograms,
services,climate,etc.,ofyourareabygroupmembership
3. Usethesedatatocontinuallyevaluateandrevisecurrentprograms,services,practices,
procedures,facilities,etc.,toensureinclusionforthefullbreadthofstudentsyouserveand
thestaffinyourarea
4. Createprocessmapsofcurrentprograms,services,policies,procedures,norms,unwritten
rules,etc.,toidentifywheretheycurrentlycreateinclusionaswellasareasneedinggreater
equity
5. Identifythediscretionarypointswhereunintendedbiascouldresultindifferentialtreatment
andexperiencesinplanninganddecision-makingprocesses,hiringanddevelopmentpractices,
programsandservices,policies,procedures,etc.
6. Continuallyresearchnationaltrendsandpromisingpracticesfrompeerinstitutionsandother
campusdepartments
References
Pope,R.L.,Reynolds,A.L.,andMueller,J.A.(2004).MulticulturalCompetenceinStudent
Affairs.Jossey-Bass.
ProfessionalCompetencyAreasforStudentAffairsPractitioners,aJointPublication,ACPAandNASPA,
2010.
KathyObear,AllianceforChangeConsulting,[email protected]
24
NextStepsforIndividualsandTeams
1. Completea“scan”ofyourselfusingthefollowingquestions:
• Ifpeopleobservedyouforseveraldays(inmeetings,asyouinteractedwithcolleaguesand
clients,scannedyourofficearea,followedyouonFacebook/Pinterest/Twitter,etc.):
o Whatmighttheyassumeaboutyourcommitmenttoequity&inclusion?
o Whatissuesofdiversity,equity,andinclusionwouldtheyassumeyoucareabout?
2. Begina“scan”ofyourdepartment’sphysicalenvironment,includingoffice decorations,
pamphlets,marketing,website,officeset-up,etc.
• Imagineyouarecomingintocontactwithyourofficeforthefirsttime.Whatimpressiondo
youhaveaboutthearea'scommitmenttocreatingawelcoming,inclusiveenvironmentforall?
• Areallofficeareasandpublicspacesfreeofanyoffensiveorinsensitiveimagesormaterials?
• Scanspecificvisualitemsandnotewhichonescontributetoawelcoming,inclusive
environment,andwhichcouldbeimproved:
• officedecorations
• pamphletsandotherpapermaterialsondisplay
• websitestatements,pictures/graphics,descriptionsofprogramsandservices,marketing
• officeset-up
• Howaccessibleistheofficespace/websiteforpeoplewithdisabilities(mobility,visual,
hearing,learning)?
3.Begintoreview/analyzepolicies,programs,andserviceswithanInclusionLens
• Whoareweserving?
• Whatgroupsmightnotbegettingalltheyneedfromourarea?
ü Identify2-3examplesofaprogram,service,procedure,orpolicythathasbeen
intentionallydesignedtomeettheneedsofpeoplefromdifferentsocialidentitygroups.
ü Identify1-2examplesofaprogram,service,procedure,orpolicythatcouldpossiblybe
improvedtobettermeettheneedsofpeopleacrossafullrangeofsocialidentitygroups.
25
SelectionProcessesChecklist
References
Evans,A.andChun,E.B.(2007).AretheWallsReallyDown?BehavioralandOrganizationalBarriers
toFacultyandStaff.ASHE,Wiley.
Marchese,T.J.andLawrence,J.F.(2006).TheSearchCommitteeHandbook:AGuidetoRecruiting
Administrators,(2nded.).Stylus.
Moody,J.(2004).FacultyDiversity:ProblemsandSolutions.Routledge.
Smith,D.(1996).AchievingFacultyDiversity:DebunkingtheMyths.AssociationofAmericanColleges
andUniversities,www.aacu.org
Turner,CarolineS.V.(2002).DiversifyingtheFaculty:AGuidebookforSearchCommittees.
AssociationofAmericanCollegesandUniversities,www.aacu.org
Thisdocumenthighlightsbenchmarksandrecommendationsto:
• Increasetheprobabilityofrecruitingandhiringstaffandfacultywhodemonstratekey
multiculturalcompetenciestoservetheincreasinglydiversestudentpopulationsatcolleges
anduniversities.
• Increasetheracialdiversityoffinalcandidatepoolsandincreaselikelihoodthatallnewhires
possesscorecompetenciesforcreatinganinclusivecampuscommunityforallstudents.
A.OverallorganizationalstrategiesThefollowingrecommendationsfocusonchangestooverallorganizationalstructures.
1.Networking~Increaseconnectionswithcolleagueswhocanadvertiseopeningsandrecommend
candidates
• Continuetoexpandnetworkswithregionalcolleges/universitieswithrelatedgraduate
programs
• Expandcommunitynetworkstoincludeorganizationsthatservetheneedsofpeopleofcolor
andmaybeapotentialsourceofcontacts,potentialcandidates,nominations,etc.
• Createopportunitiestonetworkwithrecent/pendinggraduatesofmastersanddoctoral
programsintheregion
• Formaregionalconsortiumamongcollegesanduniversitiestopartnerinadvertising,
recruiting,spousalhires,jointappointments,etc.
• Createalistoftheprofessionalorganizationsthatfacultyandstaffparticipatein,anddevelop
connectionswiththevariousinterestgroups/commissionsthatfocusonissuesrelatedtorace
• DeveloprelationshipswithhistoricallyHispanicinstitutions,historicallyBlackcollegesand
universities,andTribalColleges
2.Poolofpromisingcandidates~Recruitallyearround
• Encourageallfacultyandstafftoalwaysberecruitingpotentialcandidatesforfuturejob
openings:atconferences,regionalmeetings,communityevents,etc.
26
• Continuallyupdatealistofpromisingcandidatesforfuturejobopenings
• Identifythenetworksandconnectionsofrecentlyhiredstaffandfacultyforpotential
candidates
• Invitethesecolleaguestocampusevents,suchasMLKBreakfast
• Invitethesecolleaguestovisitthecampusandmeetcurrentfaculty,staff,andstudents
• Ifapromisingcandidateisnotofferedthepositiontowhichtheyapplied,developaplanto
nurturetherelationshipandkeeptheminformedoffuturepositionopenings
• Developopportunitiesforpeopleofcolortoworkoncampusforshortperiodsoftime,such
as:internshipsforgraduatestudentsofcolor;FacultyFellowspositionsforpost-docsandABD
graduatestudents;dissertation-scholars-in-residence;VisitingScholarsProgram;short-term
appointmentsfromHBCUsandHispanic-servinginstitutions;inter-institutionalexchanges;etc.
• AttendregionalCareerFairsforgraduatestudentstobuildconnectionsandadvertisecurrent
positionopenings
• Assignonefaculty/staffmemberperdivisionand/ordepartmentwhoisresponsiblefor
developingadeepbenchofpotentialcandidatesofcolorforfuturejobopenings.Consider
givingreleasetime
• Eachdivisionshouldidentifyacommitteetocontinuallyplanforpotentialopenpositions:
keepacurrentlistofpotentialcandidates,expandtheirnetworksinregionalassociations,etc.
• ProactivelyseekapoolofpotentialAdjunctfacultyfromgraduateprogramsatregional
collegesanduniversities
3.Promotethecollege’simageasaninclusive,multiculturalenvironment
• Createalistofpresentations/talksthatfaculty/staffcanofferatregionalcommunity
organizations,colleges/universities,graduateprograms,etc.
• PreparealistofTalkingPointsforanystaff/facultywhopresentatalk/programatregional
organizations~sotheytalkexplicitlyaboutthecollege’scommitmenttoservingtheneedsof
allstudents,andattractingandretainingfacultyandstaffwhodemonstratetheskillsand
competenciestoservetheincreasinglydiversestudentpopulation
• Proactivelycontactregionalorganizations,especiallythosewithgraduateprograms,andoffer
facultyandstaffasguestspeakers
• Expandthecollege’swebsitetoincludeasectionforprospectivecandidatesthatincludesthe
Mission,Vision,Values,andanystatementsaboutthecollege’scommitmenttocreatingan
inclusivecampuscommunityandhiringandretainingstaffandfacultywhodemonstratethe
competenciesandskillstosupporttheacademicsuccessofthefullrangeofstudentson
campus;linkstoinformationabouttheregion,includingthehousingmarket;linksto
descriptionsofbenefits;etc.
• Createa“researchcenter”oncampusthatisinter-disciplinaryandfocusesonissuesof
diversity,inclusion,andmulticulturalism
27
4.Advertising~Expandadvertisingeffortstoinclude:
• Reviewthedataaboutthedemographicsofapplicantsfromeachofthecurrentadvertising
venues
• Assessthecurrentadvertisingvenuesofpeerinstitutionsandlocalcorporations/non-profits
whoattractandretainaraciallydiverseworkforce
• Expandthelistoflistservs/bulletinboards/newsletters/websitesforpostingpositionsto
includetheprofessionalorganizationsthatfacultyandstaffparticipateinwithintheirfield
• Postjobannouncementsonadditionalvenues,suchas:NationalNameExchangeProgram,
www.grad.washington.edu
• Sendallpositiondescriptionsandlistofpreferredcompetenciesandexperiencestoall
staff/faculty,andaskthemtohelprecruitapplicantsandtosendtheannouncementto
colleaguesonlistservs,etc.
• SendapersonalizedemailwithPositionAnnouncementstoallrecenthiresandmembersofall
DiversityCouncils,TaskForces,Caucuses,Committees,etc.
• SendPositionAnnouncementstoallnetworksandcontacts:departmentchairs,deans,career
centers,facultyadvisers,etc.
• Meetwithkeyleadersandgroupsoncampustobrainstormadditionaladvertisingand
recruitingstrategies(unionleadership;keyleadersofDiversityCaucuses,TaskForces,etc.,
AcademicCoordinators,expandedleadershipteam,etc.)
5.Developadditionalfundingstreams
• Setasidefundingpoolstohirefaculty/staffwhohavehighlyvaluedskillsandcompetencies
withrespecttocreatinginclusive,multiculturalcampuses(TargetofOpportunity
Appointments)
• Createrewardincentivesthatreinforcedepartmentsandleaderswithasuccessrecordof
retainingaraciallydiverseworkforce
6.Seekfeedbackoncurrentprocessesandprocedures
• Gatherfeedbackfromrecentlyhiredfacultyandstaffregardingwaystoimprovethesearch
process
7.Createaformalprocesstosupportthesuccessfultransitionofnewhires
• Focusonretentionthroughformalmentoringprogramsforallnewfacultyandstaff
• Createatemplatefor“TransitionTeams”toprovidesupporttonewhiresoverthefirst12-18
monthsofemployment
• Dual-careers:Planhowtosupportthepartner/spouseoffinalcandidateswhoarejob
searchingintheregion~payforspousestocometocampusforthefinalinterview;arrange
forthemtomeetregionalemployersintheirfield
28
8.Createinstitutionalstructuresthatencourageandrewardeffortstoincreasemulticultural
competencies
• Createtheopportunityforstaffandfacultytoparticipateinatrainingprogramtobecomea
“DiversityPractitioner.”Participantswoulddevelopdeeperskillsandcompetenciestotrack
andrecognizecommentsandpracticesthatcouldunderminethecollege’scommitmentto
diversityandinclusion,aswellaspracticeeffectivewaystorespondandintervenein
situationstocreategreaterinclusionandfairness.
• RequirethatallSearchCommitteeshaveatleastone“DiversityPractitioner”ontheteam
• Createresourcesforthedevelopmentofnewcross-department/divisionprogramsand
servicestomeettheneedsofstudentsfromunder-representedgroups
• Createresourcestosupportfacultywhoaredevelopingnewmulticulturalcoursesand/or
infusingissuesofdiversityintoexistingcourses
• Allocateresourcestosupportfacultyandstaffresearchonissuesofacademicsuccessof
under-representedgroups
• Scheduleseveralprogramseachyearthatexploreissuesofintegratingdiversityintodaily
practices,suchas:panelsoffacultydiscussinghowtheyinfuseissuesofdiversityandinclusion
intothecurriculum;speakersandtrainingsessionsonthecompetenciestoeffectivelyserve
varioussegmentsofthestudentpopulation;presentationsbyfacultyontheircurrentresearch
relatedtoissuesofmulticulturalismanddiversity;roundtablesofinterestedfacultyandstaff
tosharepromisingpractices;facultyandstaffretreatstoincreaseskillsandcompetenciesand
sharebestpractices;etc.
• Requireallstaffandfacultytoparticipateinadiversitytrainingsessionevery2-3years
• Addtotheannualplanningprocess:Plannedstrategiestoincreasetheskillsandcompetencies
ofcurrentstaff/facultytoservetheincreasinglydiversestudentpopulation;plannedstrategies
toincreasethepoolofpromisingcandidatesforfuturejobopenings;plannedstrategiesto
increasetheretentionofcurrentstaff/faculty,especiallythosethatdemonstrate
competenciesandskillstoservetheincreasinglydiversestudentpopulation
9.Assesscurrentpracticesandprocedures
• Gatherdataonthepast10yearsandanalyzetherace/genderdemographicsby:jobcategory;
poolsofallapplicants/positionopening;poolsfor1stroundinterviews;poolsfor2
ndround
interviews;candidatesrecommendedforhiring;candidatesofferedpositions;candidates
hired;lengthofstayofnewhires
• Gatherfeedbackfromrecenthiresaboutthesearchprocess,andsuggestionsforimprovement
• Gatherfeedbackfromrecentparticipantsintheinterviewprocessesandsearchcommittees
forideasforcontinuousimprovement
• ShareLessonsLearnedwithallHiringManagersandpotentialchairsoffuturesearch
committees1-2times/year;invitemembersoftheDiversityCaucus/TaskForcetoattend
29
10.Definewhatthecollegemeansbya“raciallydiversepool”~createminimumbenchmarks
• SearchCommitteesshouldstrivetohavepeopleofcolorrepresentone-thirdoftheinitial
interviewpool
• The2nd/finalinterviewpoolshouldhaveatleast2-3peopleofcolorinit
• ThesetofrecommendedfinaliststotheHiringManagershouldinclude1-2peopleofcolor
11.EnsurethatthetrainingofSearchCommitteesincludesexploringpotentialbias
• Reviewpotentialforunconsciousbias;seeTurner,pgs.15-17
• Debunkcommonmythsaboutrecruitingpeopleofcolor:seeMoody,pgs.89-92
• Discussthetendencytoassumepeopleofcolormaybe“lessqualified,”andtherefore,
committeemembersmayunconsciouslyrequiregreaterevidenceoftheskillsand
competenciesofpeopleofcolorthanwhitecandidates
• Discusstheunconscioustendencytohirepeoplewhoaresimilartoyoubydemeanor,style,
values,interests,educationalbackground,experience,etc.
• Discusshowthepotentialfor“elitism”caneliminatepromisingcandidates;explorepossible
unconsciouspreferencesforcertaingraduateschoolsandpreparationprograms
• Discusshowpromisingcandidatesmayhavedevelopedthepreferredcompetenciesthrough
alternativejobexperiencesandcareerpathways,i.e.,communityorganizations,business,
volunteerworkandcommunityservice,militaryservice,governmentwork,etc.
• Emphasizehowaneffectivesearchprocessisapowerfultoolforretentionofstaffandfaculty;
therefore,reinforcetheneedtoensurethatallcandidateshaveaveryinclusive,welcoming,
andsupportiveexperiencethroughoutthesearchprocess
“Themoresuccessfulsearchcommitteesbelievethatracialandethnicdiversitybothmeets
theprogrammaticneedsofthedepartmentandadvancestheinstitution’soverallmission.”
(Turner,pg.5)
“Allstepstakenduringthesearchprocesscancontributetoasolidfoundationforthe
successfulretentionoffacultyofcolorhiredaswellastosuccessfulrecruitmentinthefuture.”
(Turner,pg.13)
12.Adjuncthiringprocesses~Formacross-functionalteamofhiringmanagersofadjunct/part-time
facultyto:
• Gathercurrentrace/genderdemographicsofadjunctfacultyandstaff;disaggregatedataby
jobfunctionanddivision
• Reviewtherecommendationsinthisdocument
• Considersimilarstrategiestoincreasethehiringofadjuncts/03whodemonstratetheskills
andcompetenciestoeffectivelyservetheincreasinglydiversestudentpopulationoncampus
• DiscusshowcanthemembersoftheDiversityCaucus/TaskForcebeinvolvedincreatinga
broadernetworkofpotentialcandidatesforadjunctpositions
30
B.IndividualPositionOpenings1.JobPosting/JobDescription
• Reviewandrewrite(asneeded)thecurrentjobdescriptiontoalignwiththecollege’sStrategic
Plan,CommitmenttoDiversity,andlistofPreferredCompetenciesandExperiences,etc.
• Ensurethatthestated“minimumrequirements”areessentialtotheposition
• Ensurethatthelistedcorecompetenciesandpreferredexperiencesspecificallyidentify
demonstratedmulticulturalcompetenciestoservetheincreasinglydiversecollegestudent
populations
• Inthecollegeoverview,emphasizetheinstitutionalcommitmenttocreatinganinclusive
campusenvironment,andtheexpectationthatallmembersofthecommunityactivelyworkto
createinclusionandcreateprogramsandservicesthatmeettheneedsoftheincreasingly
diversestudentpopulation
• Suggestedphrasetoemphasizetheorganizationalcommitmenttodiversity:“Thecollegeis
committedtoincreasingthediversityofthecollegecommunityandthecurriculum.
Candidateswhocancontributetothatgoalareencouragedtoapplyandtoidentifytheir
strengthsandexperiencesinthisarea.”(Moody,pg.97)SeealsoTurnerpgs.17-18.
• Encouragecandidatestoapplywhodemonstratetheskillsandcompetenciestoservean
increasinglydiversestudentpopulation~“Weencouragecandidatestoapplywhohave
demonstratedexperienceandcompetencetosupporttheacademicsuccessoftheincreasingly
diversestudentpopulationatcollegesanduniversities.”
• Listanycredential(s)aspreferred,unlessmandatedbylawsorregulations
• Listanyyearsofexperiencedesiredaspreferred
• Donotspecifyadeadlineforapplications;instead,“TheCommitteewillbeginreviewing
applications____.”
• Refercandidatestothecollege’swebsitewheretheycanreview:StrategicPlan,Mission,
Values,MutualExpectations,etc.
2.DevelopingthelistofPreferredCompetenciesandExperiencesforthisPosition~Thesewillbe
usedasScreeningCriteriabytheSearchCommittee
• Gatherinputforthislistfromabroadgroupofconstituencieswhohavereviewedboththe
revisedjobdescriptionandthepositiondescription
• Topromptinput,ask:Whatknowledge,skills,attitudes,andpersonaltraitsarecriticalforthe
candidatetosucceedinthisposition?Especiallyastheysupporttheacademicsuccessofall
studentsoncampus?Whatskillsandqualitiesdoyouwanttoseedemonstratedbytheperson
whoisselectedforthisposition?
• SearchCommitteeChairmeetswithHiringManagerandAffirmativeActionOfficertocreate
aninitialdraftforCommitteereview
• PreferredCompetenciesandExperiencesthatrelatetoservingadiversestudentpopulation:
1. Demonstratedexperienceinservingthefullbreadthofstudentsatacollege/university
31
2. Demonstratedabilitytocollaborateandpartnerwithcolleaguesacrossthecollege
communitytodesignanddeliverinnovativeprogramsandservicestosupportthe
academicsuccessofallstudentsoncampus
3. Demonstratedexperienceworkingeffectivelyondiverseworkteams
4. Demonstratedabilitytoworkeffectivelywithstudentsfromthefullrangeof
differencesreflectedoncollegecampuses,including,butnotlimitedto:
ableness/disability,age,economic/socialclass,Englishproficiency,ethnicity,family
status,genderidentityandexpression,nationalorigin/citizenshipstatus,race,
religious/spiritualexpression,andsexualorientation
5. Experiencedevelopingandimplementingprograms,services,courses,etc.,thatare
designedtomeettheneedsoftheincreasinglydiversestudentpopulation
3.Advertising
• Sendthepostingwithacoverlettertokeycolleaguesatgraduateprogramsandpeer
institutionswhocouldrecommendpotentialcandidatesand/orpassalongthejobposting
• Seeknominationsfromcurrentstaffandfaculty
• Sendthejobannouncementtoallcontactsandnetworkswhohaveaccesstopotential
candidatesofcolor;invitenominationsandaskthemtocirculatethejobannouncement
throughouttheirnetworks
• Sendalettertoallpeoplewhohavebeennominatedandinvitethemtoapply
• Askleadersandcolleaguestomakepersonalcontactwithpotentialcandidatesandinvite
themtoapply
4.Developeffectiverelationshipswithpromisingcandidates
• Ensuretimelycommunications,suchas:acknowledgereceivingtheapplication,callcandidates
priortointerviewstoansweranyoftheirquestionsandprovideinformationaboutthe
interview,contactcandidatestogathertheirquestionsabouttheposition,thecollegeandthe
regionsothisinformationcanbesharedwiththemduringtheintervieworthroughother
means,etc.
• Makepersonalizedcontactswithpromisingpotentialcandidatesofcolor;researchtheir
interestsandareasofexpertise,anddiscusshowthesearevaluedandwillbesupportedin
theirfutureresearch,professionaldevelopment,andcareerpaths;avoidsendinggeneric
emailsandletterstopromisingcandidates
5.Developaraciallydiversepoolofpromisingcandidates
• TheHiringManagerandtherespectiveexecutiveleadershouldconferwithHumanResources
regularlytoassesstheracialdiversityoftheapplicantpoolpriortothecommittee’sreviewof
applications,andincreaserecruitingeffortsasneededtoensurearobust,raciallydiversepool
• Talkdirectlywithcontactswhohavenominatedpromisingcandidates;beexplicitaboutthe
college’scommitmenttocreatinganinclusivecampuscommunityandhiringstaffandfaculty
whoactivelycontributetotheacademicsuccessofthefullrangeofstudentsoncampus
32
6.FormingSearchCommittees
• Requirethateachcommittee’smembershipisdiversebyraceandgender,ataminimum
• Requirethatallcommitteemembershaveparticipatedinadiversitytrainingprogramwithin
thepast2-3years
• Ifdonothaveenoughpeopleofcolorwithinthedepartmenttositonthecommittee,pull
fromacrosscampusandfromthesurroundingcommunity,localcolleges/universities,etc.
• Requirethatatleast1memberhascompletedthetrainingforDiversityPractitioners
• Requirethatallmembershavedemonstratedunderstandingofwhatskillsandcompetencies
arenecessaryforsupportingsuccessofallstudentsoncampus
• Requirethatallcommitteemembersarecommittedtocreatinginclusiononcampusandto
servingtheincreasinglydiversestudentpopulation
• Identify2-3membersofthecommitteethathavedemonstratedcompetencyincreating
inclusivecampusenvironmentsforallstudents,staffandfaculty
• Appointonecommitteemembertoserveasthe“DiversityOfficer”whoseroleistopartner
withthechairtotracktheteamdynamicsasmembersdiscusscandidates,thedemographics
oftheinterviewpools,andthefairnessandequityofinterviewdynamics,andasthe
committeedebriefsinterviewsandmakesrecommendations
• Membershipofthecommitteeshouldbereviewedandapprovedbytheexecutiveleaderof
thedivision
7.ChargetoSearchCommittee
• TheHiringManager,executiveleaderofthedivision,and/orthePresidentmeetswiththe
SearchCommittee
• Theexecutiveleaderand/orPresidenttalkabout:thecommitmenttohiringfacultyandstaff
whonotonlymirrorthediversityofthestudentsbutalsodemonstratetheskillsand
competenciestoeffectivelyserveallstudentsoncampus;whyhavingaraciallydiversestaff
andfacultyiscrucialtocollege’ssuccess;whyhiringpeoplewhodemonstratethe
competenciestoeffectivelyservetheincreasinglydiversestudentpopulationiscriticaltothe
organization’sfuture;theirexpectationsregardingtheidentificationofadiversepoolof
candidateswhomeettheminimumrequirementsfortheposition;andemphasizethe
expectationforfair,inclusivesearchpractices
• ThecommitteeisgiventheirChargebytheHiringManagerand/ordivisionalleader
• TheCommitteereviewsanddiscussestheChargeandthelistofPreferredCompetenciesand
Experiences
8.Preparingtoreviewresumes
• Chairandasubsetofcommittee,orentirecommittee,reviewsallapplicationslistedin“All
Applicant”pool,incasesomeonemeetstheminimumrequirements,butansweredthatonline
questioninaccurately
33
• Reviewwithcommitteemembers:Whatarethecorecompetencies,skillsandexperienceswe
arelookingfor?Whattypesofdataandinformationwillgiveusinsightsintowhetherthis
candidatepossessesanddemonstratestheseskillsandcompetencies?
• CreateaPreferredCompetenciesandExperiencesMatrixchart:listthe6-10keypreferred
competenciesandexperiencesandassesseachresume/coverletterforindicatorsofthese
• ConductapracticesessionwiththeCommitteetoreviewseveraldifferenttypesofresumes
usingthePreferredCompetenciesandExperiencesMatrixchart
9.Selectingacandidatepoolforthe1stroundofinterviews
• Reviewthepositiondescriptionandlistofpreferredcompetenciesandexperiences
• Developalistofpotentialcandidates(12-20people)
• Notethedemographicsofthislistbyraceandgender
• Ifthereisnotsufficientracialdiversityamongthecandidates(25-30%ofpool),thenconsider
creatingseveralsmallerpoolsusingdifferentkeycriteria;formthepoolfor1stround
interviews
fromthetopcandidatesacrossallofthesesmallerpools
• Ifthepotentialpoolisnotdiverseenoughbyraceandgender,considerreviewingcandidates
byrace/genderalikegroups,andselectthetop2-3fromeachgrouptointerview
10.Preparingforthe1stroundofinterviews
• Invitetheinitialsetof12-20candidatestosubmitadditionalmaterialsthatdemonstratetheir
competenciesandexperiencesworkingwiththetypesofstudentswhoattenduniversitiesand
colleges,i.e.,articles,coursesyllabi,workshopoutlines,copiesofpoliciesandproceduresthey
developed,descriptionsofprogramstheydeveloped,coursematerialtheydeveloped,etc.
• Askeachcandidatetosendawrittenresponsetothefollowingquestions:1)Describeyour
experienceworkingwithstudents,facultyandstaffwhoreflectthefullrangeofdiversityona
collegecampus.2)Describe2-3specificexamplesthatillustrateyourskillsandcompetencies
forsupportingtheacademicsuccessofthefullbreadthofcollegestudents.
• Committeemembersreviewtheseadditionalmaterialspriorto1stroundinterviews
11.AftereachSearchCommitteeinterview
• Thecommitteemembersusethejobdescriptionandthelistofpreferredcompetenciesand
experiencestodiscusstheirinitialreflectionsaboutthestrengthsandareasofpossible
concernforthecandidate
• TheChairtakesnotesandpreparesasummaryofthecommittee’scomments
12.Selectingapoolofcandidatestoinvitefor2ndroundinterviews
• Reviewthepositiondescriptionandlistofpreferredcompetenciesandexperiences
• Solicitinputfromallcommitteemembers,eveniftheydidnotparticipateina1stround
interview;theycanstillspeaktotheirassessmentbasedupontheresume,coverletter,and
additionalmaterialsofthecandidate,aswellastheevaluationsofthosewhoparticipatedin
theinterview(s)
34
• Select6-8candidatesfora2ndroundinterview
• Selectatleast2-3peopleofcolortoparticipatein2ndroundinterviews
• Discussandnotetherationaleforbothselectingandnotselectingeachcandidatefora2nd
roundinterview
• DiscusstherationaleforthislistofcandidateswiththeHiringManagerandtheAffirmative
ActionOfficer
13.ClarifythespecificguidelinesandrequirementsforthePresentationsessionfor2ndround
campusinterviews
• Reviewthepositiondescriptionandpreferredcompetenciesandexperiencesasyouprepare
todiscussthespecificoutcomesfortheCandidatePresentation
• Developaclear,consistentsetofrequirementsforthePresentationtosendeachofthe
candidatesyouintendtoinvitetoa2ndinterview;includeadescriptionofthetypeofaudience
theycanexpect
• Ensurethatthecandidateswillhavetheopportunitytodemonstrateseveralofthekey
preferredmulticulturalcompetenciesduringthePresentation
14.Preparingtobringcandidatestocampusforthe2ndroundofinterviews
• Calleachcandidateandaskthemwithwhichindividualsandgroupstheywouldliketomeet
duringtheinterviewprocess,i.e.,staff/facultywithsimilarbackgroundsandinterests,
students,recenthires,long-termemployees,peersinotherdivisions,etc.
• Askthemwhatquestionstheyhaveaboutthecommunity,theregion~gatherandsendthem
materialsrelatedtotheirquestions,i.e.,schools,housingmarket,spousalemployment,etc.
• ReviewthePresentationrequirementsindetailwitheachcandidate
• Bepreparedtodiscussissuesraisedbythecandidatewithrespecttofamilyandpartnerneeds
15.Preparingfor2ndroundinterviews
• CommitteemembersreviewInterviewGuidetoensurethereareenoughquestionsand
opportunitiestoexplorethepreferredskillsandmulticulturalcompetenciesofeachcandidate
• Suggestedquestions:Describeanexamplethatillustratesyourdemonstratedcompetenciesto
workeffectivelywithastudentpopulationthatisdiversebyawiderangeofgroup
memberships,suchasage,parentalstatus,race,ethnicity,economicclass,genderidentity,
nationalorigin,1stlanguage,sexualorientation,educationalstatusofparents,etc.Describea
timeyouwerenotasinclusiveasyouwouldhavewantedtobe;whatdidyoulearnfromthat
experience?Talkabouthowyouhavedevelopedyourskillsandcompetenciestoserveour
increasinglydiversestudentpopulation.Whataresomeofyourareasofstrengthsinservinga
diversestudentpopulation;andwhataresomeareasyouneedtodevelopfurthertoincrease
yourcapacitytoservethefullbreadthofstudentsoncampus?Describesituationsthat
demonstrateyourabilitytosuperviseand/orpartnerwithpeoplewhoaredifferentfromyou?
• Candidateswhoareinvitedfor2ndroundon-campusinterviewsshouldbeaskedtosubmit
additionalmaterialsforreviewbythesearchcommitteeandhiringmanagerpriortotheir
35
campusvisit,suchas:aPortfolioofmaterialsthatdemonstratetheircommitmenttocreating
inclusivecampuscommunitiesthatservetheneedsofallstudents(i.e.,trainingoutlinesthey
havefacilitated,committeereportstheyhavechaired,departmentalmissionstatementsthey
havedeveloped,culturalauditstheyhaveimplementedintheirareasofresponsibility,
programsandservicestheyhavechampionedanddevelopedthatserveunder-represented
groups;lettersthey’vewrittenthatwerepublishedinthecampusorlocalnewspapers;blogs
theyhavewritten;etc.Theiranswerstothefollowingquestion:Pleasedescribethreerecent
examplesthatillustratethedepthandbreadthofyourmulticulturalcompetenciestocreate
campusenvironmentswhichservetheneedsofanincreasinglydiversestudentpopulation.
• On-campus2ndroundinterviewsneedtoincludeopportunitiesforcandidatestointeractwith
studentswhorepresentawiderangeofdifferencesoncampus,suchasduringapublic
presentationandQ&AsessionoragroupinterviewwiththeStudentSenateandother
interestedstudents;committeemembers’observationsofthecandidate’sabilitytoeffectively
interactwithallstudentsshouldbeincludedintheevaluationmaterials
16.Callcandidate-identifiedreferencesbeforecandidatescometothe2ndinterview/on-campus
interview
• Sendeachreference,priortothecall,thepositiondescriptionandthelistofpreferred
competenciesandexperiences
• Developasetofbehavioralandperformance-basedinterviewquestionstoexplorehoweach
candidatealignswiththepreferredcompetenciesandexperiences
17.Presentingarealisticviewofthepositionandthecollege
• Duringinterviewsanddiscussionswithcandidatesitisimportanttoalwayspresentarealistic
viewofthecampusenvironment,i.e.,positivestrengthsandpossibleconcernsregardingthe
currentculture,climate,andunwrittenexpectationsandnorms;anyadditionalexpectations
regardingadvising,collegeservice,research,regionalandcommunityinvolvement,etc.
18.Evaluations
• Giveeachpersonscheduledtomeetwithacandidateanevaluation,theinterviewschedule,
thejobdescriptionandpositiondescription,andthelistofpreferredcompetenciesand
experiences
• Evaluationsshouldincludequestionsthataskforasummaryofthestrengthsandareasof
possibleconcernforeachcandidate,andtherelateddata/experiencefromwhichtheybased
theirassessment
19.Contactingreferencesbeyondthosesuppliedbythecandidateinitially
• BeforetheCommitteemeetstoidentifytheirrecommendationstotheHiringManager,the
Chairneedstocallseveraladditionalpeopleforreferenceswhohaveexperienceworkingwith
thecandidates
36
• TheChaircouldaskthecandidateforadditionalnames,and/orletthecandidateknowthat
s/hewillbecallingafewmorepeopleforreferences,beyondthelistofnamesalready
provided
20.SelectingfinalcandidatestorecommendtoHiringManager
• Committeesshouldsendalistof3candidates,unrankedtotheHiringManager
• Thislistshouldonlyincludecandidateswhothecommitteeclearlyrecommendforhiring
• Thislistshouldincludeatleast1-2peopleofcolor
21.ReaffirmthepolicyandproceduresforHiringManagerstouseifthe1stor2
ndinterviewpoolsor
thefinallistforhiringisallwhiteand/orallmale.
• HiringManagermeetswiththeChairtoreviewtheprocesstodate
• HiringManager,andpotentiallytheAffirmativeActionOfficer,personallyreviewsallresumes
• IftheHiringManagerfindsmorepeopleofcolortoaddtocandidatepool,HiringManager
conferswithChairtoinvitethesecandidatesforinterviews
• Ifnoothercandidatesarefound,reopenthesearchand/orextendthedeadlineforapplying
andincreaseadvertisingefforts
• Reassessoriginalminimalqualificationsand/orpositionrequirements,andreviseifneeded
22.Maketheoffertothetopcandidate
• TheHiringMangershouldbepreparedtodiscussadditional“incentives”withthetop
candidate,suchasprofessionaldevelopmentopportunities,stretchassignments,reduced
teachingloads,researchopportunities,etc.
23.Preparingforthenewhire’sorientationandtransitiontocampus
• Createa“TransitionTeam”tosupportthenewemployee’stransitionandorientationtothe
college;includemembersfromtheSearchCommittee,colleaguesinthedepartment,peers
fromotherdivisions/departments,studentleaders,etc.
• Havetheteammembersplanhowtheywillindividuallyandcollectivelysupporttheirnew
colleague
• HiringManagermeetswiththeTransitionTeamandtoreviewtheirplantosupportthenew
hire’stransition
• Ensurethattheirofficespaceisreadywhentheyarrive;havethekeys,parkingpass,IDcard,
etc.,readilyavailable;makesurethecomputer,phone,etc.,areinworkingorder
• Findoutwhentheyintendtoarriveoncampus,andplantohavemembersofthedepartment
availabletogreetthemandhelpthemmovein,ifpossible
24.Orientationandtransitiontocampus
• Designteam-buildingactivitiestofast-trackthenewhiresentryintothedepartment
• Schedule1-1meetingswiththeexecutiveleaderofthedivision,andotherdivisions
• ScheduleameetingwiththePresident
• Schedulemeetandgreetmeetingswithkeycolleaguesandpartners
37
• Developamentoringprogramtosupportnewhiresforthefirst12-18monthsofcampus;
create2mentors/newhires:onefromtheirarea,andonefromacrossthecampuscommunity
• Developaprofessionaldevelopmentplanfornewhirestoensuretheyreceivecritical
informationaboutthecampusculture,procedures,policies,governancestructures,etc.
• Sponsorregulargatheringsforallnewhirestomeetandnetworkwitheachotherandcampus
colleagues
References
Evans,A.andChun,E.B.(2007).AretheWallsReallyDown?BehavioralandOrganizationalBarriers
toFacultyandStaff.ASHE,Wiley.
Marchese,T.J.andLawrence,J.F.(2006).TheSearchCommitteeHandbook:AGuidetoRecruiting
Administrators,(2nded.).Stylus.
Moody,J.(2004).FacultyDiversity:ProblemsandSolutions.Routledge.
Smith,D.(1996).AchievingFacultyDiversity:DebunkingtheMyths.AssociationofAmericanColleges
andUniversities,www.aacu.org
Turner,CarolineS.V.(2002).DiversifyingtheFaculty:AGuidebookforSearchCommittees.
AssociationofAmericanCollegesandUniversities,www.aacu.org
38
AdditionalQuestionstoConsidertoRecruitandRetainaCulturallyCompetent,
RaciallyandGenderDiverseFacultyandStaff
A.RecruitingPractices
• Arethereanyunnecessaryrequired“qualifications”orcriteriathatmaylimitthepotential
pool?
• Haveyouadvertisedwitheveryrelatedprofessionalorganizationthathascaucusesforpeople
ofcolorandwomen(acrossallraces)?
• Haveyoumobilizedalumnitohelpidentifypotentialcandidates?
• Isyourwebsiteupdatedwithrelevantinformationaboutthelocalcommunity,
partner/spousalhiringassistance,familyfriendlypolicies,familycareresources,campus
climate,tenurepoliciesandpractices(stoptheclock),etc.
• Arecurrentfacultyandalumnihighlightedonthewebsite?
• Aredepartmentsgivenaccesstoresourcestosupport“clusterhiring,”targetsofopportunity,
dualcareerhiring,ortoofferfinancialincentives?
• Doestheschool/collegesponsorconferencesandinstitutesonPreparingFutureFaculty
designedtobetterpreparedoctoralstudentsandpostdoctoralfellowsofcolorandwhite
womenfortheirnextstepsinacademia?
• Doallfacultyandadministratorsreviewscholarship/researchandconferencepresentations
forpotentialcandidatestonetworkwith?
B.HiringManager/SearchCommitteeTasks
• Doallsearchcommitteesparticipateinidentifyingtheexpectedculturalcompetenciesof
successfulcandidates,suchasdemonstratedcapacityto:
o Createinclusivecampusandclassroomenvironments
o Supportthepersonalandacademicsuccessofmenandwomenofcolorandwhite
women
o Infusecriticalacademicandlifeskills/competenciesintothecurriculumandpedagogy
o Collaboratewithotherfacultyondepartmentplanning,coursedevelopment,teaching,
research,etc.
o Mentorjuniorfacultyanddoctoralstudentswhoarepeopleofcolorandwhitewomen
• DoallsearchcommitteemembersparticipateinmeaningfultrainingsofEliminatingImplicit
Bias?
C.SelectingCandidatestoInterview
• Arecandidateswith“non-traditional”trainingandexperienceconsidered?
• Dosearchcommitteemembersvigilantlytrackhowmemberstalkaboutcandidatesfrom
differentracialandgenderidentities?Andinterruptallmicro-messagesandbiased
comments?
39
D.InterviewQuestionstoConsider
• Describeyourexperienceworkingwithcreatinganinclusiveclassroomenvironment.
§ Whatdoyouhopetoaccomplishwiththesetactics?
• Describehowyouhaveintentionallysupportedthepersonalandacademicsuccessof
studentswhoaretraditionallyunder-representedinengineering.
§ Whatweretheoutcomesofyourefforts?
• Whatchangehaveyoumadetoincreaseyourcapacitytocreateinclusiveclassroomsand
supportthepersistenceandsuccessofthefullbreadthofstudentsyouteachandadvise?
• Describehowyouhaveintentionallydesignedyourpedagogyandcurriculatohelpall
studentsdevelopcriticallifeandworkcompetenciestolive,workandleadinanincreasingly
diverseglobalcontext.
• Howhaveyoucontinuedtodeepenyourmulticulturalcompetenciesandcapacitytoteach
andworkeffectivelywithstudentsandfacultyfromthefullrangeofdifferencesoncollege
campuses?
• Talkaboutyoureffortsatthelocal,regional,national,andinternationalleveltodevelopand
encouragegreaterculturalcompetenceandracialandgenderdiversityamongdoctoral
candidatesandjuniorfaculty.
• Describeyourresearchandscholarshipthatisrelatedtoincreasingtheracialandgender
diversityinSTEMfields.
E.CampusVisit
• DoallcandidateshavetheopportunitytomeetwithHRpersonneltodiscussissuesrelatedto
spousal/partnerbenefits,dualcareerissues,familycare,thelocalcommunity,healthbenefits,
etc.
F.SelectingFinalCandidates
• DoSearchCommitteemembersintentionallydiscusspotentialevaluationbiasandimplicit
biasastheyreviewcandidates?
G.HiringPractices
• Arepeopleofcolorandwhitewomenhiredingroupsor“clusters?”
H.MentoringProgramsforNewFaculty
• Doallnewfacultyhavesupporttodeveloprelationshipswithmentorswithinthedepartment
andoutsideofthedepartment?
• Areallformalandinformalmentorsgivenclearexpectations,training,andresourcestoguide
theirmentoringactivities?
• Aregroupmentoringopportunitiesprovidedfornewfaculty(heterogeneousgroupsaswellas
morehomogeneousgroupsbysocialidentity)?
I.DevelopmentPractices
• Howareseniorfacultyheldaccountableforprovidingeffectivementoringanddevelopment
ofjuniorfaculty?
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• Areallnewfacultyandjuniorfacultyparticipatinginformalandinformalmentoring
programs?
• Doallpre-tenurefacultyhaveregularaccessto:
o Transparentinformationabouttenurerequirements
o Coachingandhonestfeedbackabouttheirprogressontenurerequirements:service,
teaching,andscholarship,etc.
o Supportandskilldevelopmenttoenhanceeffectiveteachingandclassroom/lab
managementcapacities
o Mentoringtosupporttheirresearchandscholarship
o Supportforwork–lifebalanceandfamilyresponsibilities
o Meaningfulconnectionswithotherfacultywithinandoutsideofdepartment
o Travelfundsandsupportforpresentingpapersandconductingresearch
o Institutionalsupportforwritinggrants
o Writinggroups
o Releasetimetowrite
o Collaborativecoursedevelopment
• Doalldeansmeetindividuallywithnewfacultyonceasemestertodiscussclimate,
departmentdynamics,developmentopportunities,tenureprocesses,etc.
• Doallfacultyhaveaccesstohighqualitydevelopmentopportunities,includinglearner-
centeredteachingandactivepedagogies,culturallyrelevantpedagogiesandcurricula,
navigatingdifficultdialoguesintheclassroom,etc.
• Doallfacultyhaveaccesstofacultylearningcommunitiesandopportunitiestobuild
interdisciplinaryconnectionsandcommunitiesofpractice?
• Doeseachdepartmentdesignateatleast1facultymembertopartnerwiththeChairtolead
andsupportfacultydevelopmentwithindepartment?
J.PromotionandTenure
• DoallfacultyhaveopportunitiestomeetwithmembersofthePersonnel/P&TCommittee
eachsemestertoexplorequestionsaboutportfoliopreparation,thetenureprocess,
reappointment,promotion,etc.
• Arethereannualassessments,disaggregatedbyraceandgender,ofthetimespenton
research,teachingandservice(advising,committees,mentoringunder-represented
students)?
o Timetotenure
o Timetopromotion
• Doyouofferleaveand“stoptheclock”provisionsfortenure?Andpart-timetenure-track
positions?
• Arethefollowingactivitiesvaluedinpromotionandtenuredecisions?
o Advisingandsupportingthepersonalandacademicsuccessofstudentsofcolorand
whitewomen
o Supportingthegraduationofstudentsofcolorandwhitewomen
o Mentoringandsupportingtheretentionoffacultyofcolorandwhitefemalefaculty
o Increasingtheculturalcompetenceoffaculty
o Collaborativeandinterdisciplinaryresearchandscholarship
o Co-teaching,withinandacrossdisciplines
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o Research/scholarshipcollaborationswithstudents
o Creatinginclusiveclassroomsandcurriculathatenhancestudents’capacitytoleadand
workeffectivelyinincreasinglydiverseandglobalcontexts
• Iseffectiveteachingtrulyvalued?
K.ContinuousAssessmentandImprovement
• Doyouassessreasonswhywhitewomen,menandwomenofcolorturndownoffers?Leave
after1-3years?
• Doyoutrackthecareersofmenandwomenofcolorandwhitewomenwhowerenotoffered
positions:Wherearetheynow?Howaretheycontributing?
• Doyouconductannualassessments,disaggregatedbyraceandgender,ofsalaries,
developmentopportunities,promotionandtenure,andrecruiting,hiring,andonboarding
practices?
• Dofacultyandstaffregularlydiscusstheimpactofprivilegeandmarginalizationwithinthe
departmentandschool?
• Doeseachdepartmenthaveatleastone“InclusionPractitioner”whopartnerswiththechair
touseanInclusionLenstocontinuouslyreviewandrevisepractices,policiesanddevelopment
activitiestosupportthecontinuousimprovementinthedepartmentandindividualfaculty
development?
• Aretopacademicleadersleadingtaskforcesfocusedonincreasingtheracialandgender
diversityamongfaculty(recruiting,retention,promotion,tenure)?
• IsthereanAssistant/AssociateProvostforfacultyrecruitingandretention?
L.Retention
• Howarechairsanddepartmentheadsincentivizedtorecruit,retainandpromoteamore
culturallycompetent,raciallyandgenderdiversefaculty?
• Howaretheyheldaccountablefor“movingtheneedle?”
• Aretheremeaningfulsystemstorecognizeandrewardfacultyforoutstandingcontributionsto
service,teaching,andresearch?
• Doacademicleadersannuallycollectandanalyzedataaboutclimateandsatisfactionamong
facultythatisdisaggregatedbyrace,gender,hierarchicallevel/position,etc.
• Doacademicleadersandfacultydiscussthesedataannuallyandexplorewaystoimprovethe
climate,culture,policies,andpractices?
• Dofacultyhaveaccesstohigh-qualitygraduatestudentassistanceandadministrativesupport?
• Areallfacultyexpectedandheldaccountableformaintainingcollegial,professionalbehavior?
• Doacademicleadersannuallyreviewfacultyjobassignments,“stretchopportunities,”seed
moneyfornewprojects,andrewardsforjobperformancetoensureequityandfairness?
• Aremenandwomenofcolorandwhitewomenencouragedtoseekleadershippositionsinthe
departmentandcollege/school?
• AreacademicleadersconnectedtoBoardmemberswhoarechargedwithincreasingtheracial
andgenderdiversityoftheentirefaculty?
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M.OrganizationalClimate
• Doallfacultyandstaffunderstandtheexpectedbehaviorstocreateinclusiveclassroomsand
campusenvironmentsaswellastheconsequencesforexclusionarybehaviors?
• Arefacultyheldaccountableforcreatinginclusiveclassrooms,deepeningtheircultural
competence,mentoringanddevelopingotherfaculty,supportingthepersonalandacademic
successofallstudents,andcreatinginclusivedynamicsinfacultymeetingsandothersettings?
• Areallfacultyandstaffheldaccountableforparticipatinginrequiredtrainingsonsexual
harassment,TitleIX,grievanceprocedures,etc.
• Isthereaprocessofcontinuousimprovementwherefacultyandstaffareengagedinassessing
currentpractices,policies,programs,andserviceswithanInclusionLens?
• Arethereeffectivesystemsforfacultyandstafftodiscussand/orreportandresolveissues
andincidentsthatcreateahostile,chillyworkenvironment?
• Doallacademicleadersconsistentlydiscussthe“businesscase”forsuccessfullyrecruiting,
retaining,andpromotingaculturallycompetentraciallyandgenderdiversefaculty?
• DoacademicleadersconductannualCulturalAuditsofindividualdepartmentsandtheoverall
school/college?
• Areallacademicleaders,includingchairs,requiredtosubmitannualInclusionPlansthat
outlinemeaningfulprogressandstrategiesforachievingequityandinclusiongoalsthatare
alignedwiththeinstitution’sStrategicPlan?
• Doallacademicleadersandfacultydiscusstheunwrittennormsandrulesaswellashowthe
organizationalculturemaybeunintentionallygroundedin,andperpetuating,male-centric,
Eurocentric,andheteronormativeculturalvaluesandexpectations?
• Doalldeansannuallyreviewanddiscusstheseannualreportswithdepartmentchairs?
• Isprogresstowardsequityandinclusiongoalsacentralpartofchairs’andotheracademic
leaders’performancereview?
• Areimpactfulandinnovativepracticessharedannuallyamongacademicleadersandfaculty?