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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

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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.

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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?

•

•

•

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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.

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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

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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

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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

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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,

kathy@drkathyobear.com(413)537-8012;incollaborationwithBaileyW.Jackson,Ed.D.,

bailey.jackson@educ.umass.edu

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,2011kathy@drkathyobear.com

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

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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

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• 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?