Diversity Initiatives Operations Committee January 14, 2008 Presenters -- Amy Kinsel & Cathy Chun Introductions Presentation about diversity and hiring. Also about creating structural changes that help to strategically position ourselves to serve our community now and into the future. Cathy give background Amy gives first hand experience with SCC committees, then give you a sample of the information and process

Background SCC hiring policy and procedures Campus Diversity Action Committee National Conference on Race & Ethnicity (NCORE), Spring 2006 Joanne Moody’s model for Rising Above Cognitive Errors SCC Screening/Search Committees Policy 4111 This session is built into the procedures CDAC: this committee was been semi-dormant last year, and will be re-constituted once the committee compression process is further along. During 2005-06, the committee focused on matters related to diversity and student success, including diversity and hiring. NCORE team and emphasis: Amy, Thalia, Pam Ziegler, CC Joanne Moody’s model is what we’re sharing with you today Amy’s use of model in IASTU faculty search and VPAA search. Training for screening committees for VPAS, VPSS and VPHR

I Why Rise Above Cognitive Errors? If we do what we’ve always done, we get what we’ve always got. If we want different results, we have to do things differently. You’ll get an overview of what Joanne Moody has identified as common cognitive errors and hopefully leave with an understanding of what we can be doing to rise above them and get results that serve students and the college’s sustainability So, get ready to do some thinking about how we tend to do things around here, and get ready to stretch a bit to think about the results we might get if we re-shape some of our practices.

Hiring & Diversity at SCC What we do What we get What we want A different approach to get where we want to be

What We Do Unwittingly commit cognitive errors and shortcuts? Utilize selection, evaluation and decision-making processes that prevent fair and sound judgments? Miss opportunities to achieve strategic ends through hiring practices? Joanne Moody’s model identifies what she has found to be common practices. Her model calls on us to ask ourselves about these practices and their results. She suggests that….

What We Get Race Demographics between Fall 2001 & Fall 2005 Faculty of color: High at 15.7% (2003) Low at 13.2% (2005) Exempt staff of color: high at 35% (2005) low at 24.5% (2002) Classified staff of color: high at 26.4% (2005) low at 22.7% (2001) Our current practice results in the workforce that we currently have. One of the ways of looking at diversity in our workplace is to look at our race demographics and how they have changed over time.

Demographics: Students compared to Employees Students of Color: 31.5% (2002-03) 40.5% (2005-06) Faculty of color: High at 15.7% (2003) Low at 13.2% (2005) Exempt staff of color: high at 35% (2005) low at 24.5% (2002) Classified staff of color: high at 26.4% (2005) low at 22.7% (2001) Another way we can look at diversity at SCC is to look at race demographics and compare the data for students with those for employees

What we Want Diversity in the workforce Why? What do we mean by diversity? If these race demographics are what we have, do they reflect what we want? I think that most of us would agree that we want diversity in the workforce, but why, and what do we mean by diversity?

Why Diversity in the Workforce? Diversity to increase the college’s responsiveness to students’ needs, now and in the future Student demographics Achievement Gap Population trends A lot of us would agree that valuing diversity in the workforce is the right thing to do, but going a step further, diversity in the workforce is a critical factor in the college’s ability to be responsive to students’ needs now and in the future. I want to quickly mention three areas in which workforce diversity can boost or hinder the college’s viability.

Achievement Gap Progress rates and retention rates are lower for students of color Attention to content, pedagogy and relationships helps students to persist and achieve at higher levels

Achievement Gap Diversity-related employee assets: Experience with non-traditional pedagogies Non-traditional background and career path Knowledge of multicultural retention strategies Advocacy for under-represented populations See qualifications in new ways Re-think the characteristics that make a strong candidate

Population Trends Population growth is and will be concentrated in populations of color Faster growth of non-English speakers and groups with less education Widening of the attainment gap Decrease in SCC enrollment of Latino students

Population Trends Diversity-related employee assets: Adaptable to change Experience assessing and responding to emerging needs Innovative, non-traditional problem-solving First generation college student perspective Multi-lingual

Doing things differently Recognize diverse hiring as a tool to serve students and sustain the college Design processes to rise above cognitive errors that limit diverse hiring Continuous improvement

Role of OpCom Members Recognize and self-correct common errors – make the invisible visible Facilitate accountability with clear groundrules and objectives Develop critical mass – build on lessons learned, consistent practice and continuous evaluation Ask for evidence