1. 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

2. 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 , 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

3. 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.

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

5. 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….

6. 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.

7. Demographics: Students compared to Employees
Students of Color: % ( )
40.5% ( )
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

8. 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?

9. 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.

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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