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UNIVERSITY LEADERSHIP

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Presentation on theme: "UNIVERSITY LEADERSHIP"— Presentation transcript:

1 UNIVERSITY LEADERSHIP
recognizing and Sustaining a Diverse and Inclusive Culture at Texas Woman’s University PRESENTATION FOR UNIVERSITY LEADERSHIP

2 Presentation is interactive
Please follow the guidelines in the presentation and note your answers on a sheet of paper. There are no right answers just questions and exercises that we hope will be beneficial in exploring your role in diversity.

3 STATEMENT OF DIVERSITY
Texas Woman’s University renews its commitment to the full realization of its promise to recognize and nurture merit, talent, and achievement by supporting diversity and equal opportunity in its education, services, and administration, as well as research and creative activity. The University particularly acknowledges the need to remove barriers to the recruitment, retention, and advancement of talented students, faculty, and staff from historically excluded populations. The diversity of the people of Texas has been the source of innovative ideas and creative accomplishments throughout the state’s history. Diversity has been a refining feature of our past, present and future. The variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region, and more. Diversity is integral to the University’s achievement of excellence enhancing the ability of the University to accomplish our academic mission.

4 Diversity logo

5 DEFINITION OF DIVERSITY
Diversity – is acknowledging, understanding, accepting, valuing and celebrating differences among people with respect to age, class, ethnicity, gender, physical and mental ability, race, sexual orientation, spiritual practice and public assistance status. Inclusion – is empowering and leveraging diversity in the workforce by enabling individuals to contribute to their fullest potential through individual development, retention, and pluralistic work processes.

6 ACCOUNTABILITY STATEMENT
Vice presidents, deans, directors, and department heads support efforts to achieve a diverse faculty and/or staff in their respective divisions, colleges, and departments.

7 Objectives of training
To introduce the knowledge and skills necessary to create a more inclusive university community in areas including ability/disability status, ethnicity, gender, race, religion, age, sexual orientation, and socio- economic status. To increase awareness in participants of how attitudes, beliefs, behaviors, and language can affect the relationships between students, staff, faculty, and administrators in our university community. To empower and motivate all members of our university community to be involved. To encourage participants to develop strategies to involve others and increase community cohesiveness on campus throughout the academic year.

8 How are we the same and how do we differ?

9 How are we the same and how do we differ?
On a piece of paper please note some specific attributes from the list that you would use to describe yourself. Creative Disciplined Intelligent Funny Assertive Courageous Decisive Candid Enthusiastic Hard-working Musical Athletic Serious Studious Frugal Gender Age Ethnic background On the same piece of paper complete a few of the following statements that make you unique. My favorite music genre is_______________ I play a musical instrument ______________ My favorite season is ___________________ My marital status is ____________________ I belong to social or civic groups, _________ I completed education degree/s __________ My religious affiliation is ________________ I have children, pets, hobbies ____________ Important values in my life are ___________ I belong to employee or professional groups _____________________________________ I am an expert in ______________________ My favorite activity is __________________ Do you believe this gives an accurate description of who you are? If not, then add any additional qualities or characteristics that you consider important to your identity.

10 How are we the same and how do we differ?
Write one sentence that describes personal characteristics that you believe are natural and that you are predisposed to possess. Write one sentence that describes personal characteristics that you had to strive to achieve or change. For the purpose of this training the information you have recorded from the previous two slides will be considered your “social identity”.

11 Social Identities Social identities can be primary or secondary.
A primary social identity is one that is extremely difficult to change, usually (though not always) an identity into which one is born. A secondary social identity is more transient, and typically something that is chosen and that may change over time. A social identity is a form of group membership (i.e., female, caucasian, teacher, married with children and drives a Ford). Social identities apply to all, but being a member of one social identity group (i.e., Generation X) often excludes you from other social identity groups within the same social identity (i.e., Baby Boomers).

12 Social Identity - Primary
Race Gender Sexual Orientation Ability/ Disability Personality

13 Social Identity - Secondary
Primary Identity is the core of “who you are”. Education/ Religion/Affiliation Marital Status & Parental Status Work Experience & Level in Organization Socio-Economic Status

14 Social Identity Visible Invisible Skin Color Gender
Which of the traits that you have listed would be considered visible? Invisible Religion Sexual Orientation Which of the traits that you have listed would be considered invisible? Throughout the exercise, CHALLENGE participants to own their own assumptions – often we think that identities are visible when they are not (i.e., someone in shabby clothes may in fact be very wealthy).

15 Visible and Invisible Diversity Traits

16 What is Stereotyping? A stereotype is an exaggerated belief associated with a social identity and occurs when behavioral traits are ascribed to individuals on the basis of their apparent membership in a group. Stereotyping is often unconscious and often out of ignorance and not malice. Ex. All motorcycle riders are anti-establishment Ex. Women are too emotional Ex. Men are afraid of commitment Stereotypes are harmful because they are almost always negative and prevent us from seeing people as individuals with unique skills and characteristics.

17 Reacting to Stereotyping
Prejudice is a logical outcome of stereotyping. Prejudice is “a feeling, favorable or unfavorable, toward a person or thing, prior to, or not based on actual experience.” Lack of knowledge and understanding is generally the basis of stereotyping. Staying silent in the face of demeaning comments, stereotypes or bias allows these attitudes and behaviors to thrive. This undermines our ability to create an inclusive workplace where all employees are welcomed, treated with respect and able to do their best work.

18 Why Diversity? Diversity is the right thing to do.
Doing the right thing is more than “not doing the wrong thing”. There is a major difference between supporting diversity and making a commitment to a diverse and inclusive work environment. We not only need to think differently, but we need to act differently. Diversity is the smart thing to do for our university There is a strong and compelling business case for diversity that leads to more innovative work and increased profits. Diversity is good business Diversity is the right thing to do DISCUSS BULLET POINTS below – what does it mean to take an active role vs. offering passive support? Diversity is the smart thing to do ASK participants to answer the question, “What’s the business case for diversity at TWU?” (Possible responses: we can increase membership by offering quality service to diverse markets, appreciating diversity will allow us to be more innovative, workers in inclusive environments are happier and therefore TWU can keep top talent if our environment remains collegial and respectful, etc.)

19 What is the business case for diversity at TWU?
We can increase enrollment by offering quality education to a more diverse group of students. We can attract a larger number of qualified job applicants by offering a work environment supportive of employee diversity. An appreciation of diversity will allow us to be more innovative. Employees in inclusive environments are happier because of their acceptance; therefore TWU can retain top talent with an environment that is collegial and respectful.

20 What is the business case for diversity at twu?
Please take a few minutes think about your department and areas of responsibility and give YOUR answer for the question: “What’s the business case for diversity at TWU?”

21 What is the business case for diversity at twu?
Possible responses: Greater adaptability and flexibility in a rapidly changing world; Attracting and retaining the best students, faculty and staff; Reducing costs associated with turnover, absenteeism and low employee morale; Return on investment from various initiatives, policies and practices; Increased appeal to an expanded diverse student group; Reduced exposure for discriminatory practices claims.

22 Diversity Efforts Defining diversity and understanding how to navigate through a diverse workforce are two very different things. It is one thing to understand what diversity is, but it's another to hire and manage the human complexities of a diverse workforce. In talking about diversity, we not only focus on the visible examples such as race, age, gender, and national origin, but also on not-so-visible examples such as personality, style of interaction, lifestyle situations, education, and work function. It is the identification, acceptance and understanding of those differences and similarities that allow individuals to become aware of and fully use their talents and abilities to make unique contributions to workgroups and organizations.

23 Behaviors That Model Diversity & Inclusion
What skills and behaviors should supervisors and managers at TWU exhibit to encourage a diverse and inclusive work environment? Self-awareness and self-examination of possible prejudices and stereotyping; Seek to understand perspectives of colleagues who have different backgrounds; Value differences and treat people as unique individuals; Provide coaching and mentoring opportunities; Cultivate respect and appreciation for the array of diversity within your group; and Set an example through inclusive hiring, development and advancement of the best talent. ASK participants, “What skills and behaviors are necessary for people managers to exhibit in order to achieve and maintain a diverse and inclusive work environment here at TWU?” LIST participant responses on a flipchart (challenge responses if necessary). Possible responses could include Communication, Empathy, Cultural Awareness, Self-Awareness, Navigating Politics, Group Dynamics, Mediation, and Listening Skills.

24 Recognizing Different Views
The story of the blind men and the elephant. Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body. The blind man who feels a leg says the elephant is like a tree; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a snake; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a spear.

25 Accepting Different Views
This story is a parable regarding the fact that people tend to consider only a tiny portion of reality and then draw conclusions based on this very limited view. The world is filled with different views and different people. If we don’t broaden our perspective to include the opinions and views of others we often make poor judgments and bad decisions. Stephen Covey says, “Seek first to understand, then to be understood.” We must be willing to change our opinions even if it is uncomfortable for us to do so.

26 DIVERSITY STARTS WITH RECRUITMENT
WORKFORCE DIVERSITY PLAN FOR RECRUITING AND SELECTION GUIDELINES Texas Woman’s University’s Workforce Diversity Plan for Recruiting and Selection Guidelines address statutory requirements such as the Civil Rights Act, the Americans with Disabilities Act, the Texas Commission on Human Rights Act, and the State Appropriations Act. These ensure equal employment opportunity for all applicants, uniform reporting procedures, and compliance with federal and state laws and regulations.   The Accountability Statement referenced in the Recruiting and Selection Guidelines applies to all recruitment efforts at TWU. The search committee chair and/or the hiring manager are responsible for collecting appropriate documentation of the search and selection process. Please refer to the Accountability Statement for more detail. The search committee chair and/or the hiring manager are responsible for collecting appropriate documentation of the search and selection process. Search committees and hiring departments are required to review candidates and check references. The criteria developed to review candidates must be retained with the search documents. Matrix criteria and interview questions must be objective, job related, developed in advance, submitted for approval, and consistently applied. Reference check forms, available online and in the Office of Human Resources, must be consistently applied and retained for official documentation. 

27 DIVERSITY STARTS WITH RECRUITMENT
Tips on conducting an inclusive selection process: Actively recruit for inclusion Target the recruiting approach to reach a diverse, qualified pool of applicants; Apply appropriate recruiting efforts to offset the challenges presented by this position; Seek the ultimate recruiting goal:  a large, diverse, highly qualified applicant pool. The degree to which the selection process has been inclusive depends on A broad distribution of the position announcement; The diversity of the applicant pool; The willingness to expand the range of experiences accepted as evidence of future success; A conscious commitment to focus the assessment of each candidate against only the established criteria, minimizing the occasion to make/add assumptions; and Hearing and leveraging diverse perspectives during the assessment process. Develop specific departmental selection criteria to add to the Applicant Selection Matrix (available online and through the OHR) using the published qualifications and the job description for the position.  Complete this prior to review of applications.  Ensure equitable treatment of all applicants. Assess all applicants against the same standard. Extend the same opportunities to all applicants.

28 DIVERSITY STARTS WITH RECRUITMENT
Access Review: Consciously examine bias and assumptions associated with the search;  Make a commitment to fill a large, diverse pool of qualified candidates; Develop a broad description of scholarship, experience, and disciplinary background – rather than narrow; and Develop an aggressive and comprehensive recruitment plan that uses multiple recruitment strategies, focusing on personal networking and targeted mailings. Diversity Review: Base recruiting and screening process on departmental needs and assessment of job requirements; Expand the evaluation criteria to encompass the greatest degree of exposure to a diverse community; and Prior to the actual screening, determine the evidence you are willing to accept as proof that candidates meet the posted criteria.

29 DIVERSITY STARTS WITH RECRUITMENT
Process Review: Follow the process as outlined in the “TWU Search and Selection Handbook” for all faculty and staff hiring; Allow ample time for review; Communicate early and often with the Office of Human Resources; Send the completed Applicant Selection Matrix form for pre-approval to the Manager of Recruitment and Selection in the Office of Human Resources; and Make your assessment visible - use the Applicant Selection Matrix form.  Equity Review: Hold all applicants to the same standard; Use criteria listed in the job description; and Make judgments consistent with the criteria when assessing applicants.

30 Hiring evaluation checklist
Complete the Hiring Evaluation Checklist to assure you have followed all guidelines.

31 Key Learning Points Stereotypes: Fully understand what stereotypes are and are not. Learn how stereotypes affect others and ourselves. Learn how to recognize them and stop negative behavior. Similarities: What we have in common is often what brings us together. Learn how to search for what we share rather than focus on differences. Be aware of and appreciate points of view that differ from your own. Benefits: Explore the benefits and rewards of a diverse organization in ways you may have never considered. The world has changed, and because of the global marketplace, diversity is more important than ever.

32 What can I do? There are a number of compliance areas related to managing diversity: Affirmative action and equal opportunity, Harassment prevention, Handling of complaints, and Enforcement of disability and non discrimination policies. Review the basic tenets of the policies and practices and assure that your area is in compliance with these basic laws and policies.

33 What can I do? What do you do if someone you care about is the target of demeaning stereotypes? What if you are being demeaned or stereotyped? Staying silent in the face of demeaning comments, stereotypes or bias allows these attitudes and behaviors to thrive. This undermines our ability to create an inclusive workplace where all employees are welcomed, treated with respect and able to do their best work.

34 Just one person speaking up can inspire others to do the same.
What can I do? Most employees and leaders who want to speak up don't know how. So, we say nothing. How often do you speak up on behalf of respect? Don’t tolerate negative comments about yourself or other people, especially those comments that further stereotypical views. Be the one to steer the conversation away from negative talk. Change the subject or point out other positive qualities that are more important. Just one person speaking up can inspire others to do the same.

35 Key Takeaways Please note on your paper:
Choose one of the following responses: “I learned …” “I re-learned …” “I appreciated …” “I was surprised …” How will you apply this new or affirmed knowledge going forward? With Colleagues With Members With Self It is best to go one by one around the room so that no one is skipped.) Then, ASK volunteers from the large group to share how they plan to apply the knowledge going forward.

36 Resources for diversity information
HR Website – Employee Relations and Equal Opportunity Opportunity/diversity-resources.asp General Diversity Equality Magazines Diversity Issues in the Workplace US Census Bureau Minority Links National Association for Equal Opportunity in Higher Education

37 Resources for diversity information
African American Black/African Related Culture and Issues NAACP Online Asian Asian Nation Hispanic League of United Latin American Citizens (LULAC) Native American American Indian and Alaskan Native Population Women Women in Higher Education Women in Business

38 Resources for diversity information
Disability Americans with Disabilities Act Job Accommodation Network American Association of People with Disabilities Attention Deficit Disorder Association Aging & Disability Resource Center Veteran Department of Veterans Affairs Sexual Orientation Lesbian, Gay, Bisexual, Transgender Rights

39 Conclusion The workplace of tomorrow will reflect a broad range of backgrounds and perspectives, introducing new challenges in thinking, communication and team-building. Citizens of tomorrow will require multicultural competence beyond our current imagination. Texas Woman’s University is committed to building a community of students, faculty and staff in which diversity and inclusiveness are fundamental values. People are different, and the differences among them are what we call diversity — a natural and enriching hallmark of life. A climate of healthy diversity is one in which people value a rich panoply of diverse ideas, perspectives and backgrounds, individual and group differences, and communicate openly.

40 Questions for Online Diversity Training
Diversity is: Acknowledging, understanding, accepting and valuing differences among people with respect to age, class, ethnicity, gender, physical and mental ability, race, sexual orientation, spiritual practice and public assistance status. Obeying all Civil Rights Laws Another version of EEO. The sole responsibility of the Human Resources Department The answer is “a”

41 Questions for Online Diversity Training
A Social Identity is: How you look A group to which you belong A club you can join Determined by your personality The answer is “b” A Social Identity can be visible or invisible.  True  False The answer is “true”

42 Questions for Online Diversity Training
Which is an example of a stereotype? Tattoos represent rebelliousness Men are better at handling money Women are too emotional All of the above The answer is “d” When you hear someone make a statement that indicated a stereotype the best thing you can do is stay quiet and don’t get involved  True  False The answer is “False”

43 Questions for Online Diversity Training
Diversity efforts might include: (check all that apply) Hiring a person of a different culture Ignoring a person’s differences Encouraging each person to recognize differences Don’t allow stereotyping to influence employment decisions. The answer is “a”, “c”, and “d”

44 Or copy and paste the following address on your internet browser:
Congratulations! You have successfully completed this training. To receive credit for this training you must complete the information located on the following website. Click here Recognizing and Sustaining a Diverse and Inclusive Culture at Texas Woman’s University Or copy and paste the following address on your internet browser: If you have any other questions, please direct them to the Office of Human Resources at


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