South

Puget Sound Community College

Faculty Session: Applying Tools and Concepts in our

Campus Roles and Responsibilities


September 16, 2015

Kathy Obear, Ed. D.

Alliance for Change Consulting and Coaching
www.drkathyobear.com kathy@drkathyobear.com

Learning outcomes:

Explore how the dynamics of privilege, marginalization, and intersecting

identities impact the success of students, staff, and faculty.
Explore your membership in multiple privileged and marginalized groups.
(Begin to) Discuss ways to create inclusive classrooms through innovative
approaches for classroom management, curriculum infusion, and active
pedagogy.
Practice ways to respond effectively in difficult conversations and
exclusionary situations in the classroom.
Identify ways to create greater equity and inclusion in your role and within
your sphere of influence.
Identify next steps for your professional development

Learning Guidelines

1. ENGAGE IN OPEN AND HONEST DIALOGUE

2. PARTICIPATE FULLY (@ COMFORT LEVEL +1)
3. SPEAK FROM PERSONAL EXPERIENCE
4. LISTEN RESPECTFULLY; SEEK TO UNDERSTAND; LISTEN HARDER WHEN YOU INITIALLY DISAGREE
5. MOVE IN, MOVE OUT; ENCOURAGE OTHERS TO PARTICIPATE
6. BE FULLY PRESENT
7. BE OPEN TO NEW AND DIFFERENT PERSPECTIVES
8. ASSUME GOOD INTENT; EXPLORE THE UNINTENDED IMPACT OF COMMENTS AND BEHAVIORS
9. TAKE RISKS: LEAN INTO DISCOMFORT; BE BRAVE
10. RESPECT AND MAINTAIN CONFIDENTIALITY
11. NOTICE AND SHARE WHATS HAPPENING IN THE GROUP, IN YOU
12. RECOGNIZE YOUR TRIGGERS; SHARE IF YOU FEEL TRIGGERED
13. TRUST THAT THROUGH DIALOGUE WE WILL REACH DEEPER LEVELS OF UNDERSTANDING
14. ENGAGE THIS OPPORTUNITY!

Classroom Guidelines
*To create a classroom environment that assists all students in achieving their academic and
personal goals
*To create a positive learning environment for the open and respectful exchange of ideas,
perspectives, and opinions
*To promote respectful dialogue, fair discussion of issues, and mutually respectful
conversations

Create a positive, collegial atmosphere
Engage in respectful discourse
Demonstrate mutual respect for the comments and views of all
Be open to new ideas and express counter or conflicting ideas in a civil and respectful
manner
Tolerance of differing points of view ~ which doesnt mean accepting or agreement
Treat others with respect, dignity and care
Sensitive to the impact on others of what you say and do
Accept responsibility for the overall welfare of the entire class
Respect our differences by actively discouraging bias and hurtful speech and behaviors
Respectful disagreement: Disagree passionately about issues, not personalizing it to the
person; attacking their humanity
Speak and act in ways that do not disrupt or interfere with the learning and work of
others
Explore controversial issues through open dialogue and respectful deliberation

2

Panning/Observing Group Dynamics with an Inclusion Lens

Observers ~ Use the following prompts as you use an Inclusion Lens to observe and track/pan
group dynamics:

What differences are present in the group? Which group memberships? and how many
from various groups?

2. Who is talking?

3. Who initiates the topics?

4. Whose ideas get discussed in-depth? Whose ideas dont get much discussion and/or are
discounted?
1.

5.

Who is quiet? Doesnt speak as often as others?

6.

Who interrupts others? Who gets interrupted?

7.

How much air-time do people take?

8.

Who do people look at when they are talking?

9.

Who has eye contact with whom while others are talking?

10.

Who engages in side conversations?

11.

How do decisions get made?

12.

Who brings up issues of inclusion and diversity?

13.

How do people respond when different issues of inclusion are raised?

14.

As you notice interpersonal dynamics that are not inclusive, wonder: Is this an isolated
incident or a possible pattern of experience?

15.

What issues of inclusion are not being discussed?

16.

Adapted from materials developed by Elsie Y. Cross Associates, Inc. 1994 Delyte Frost, et al.
Tracking


PRIVILEGED GROUP

MARGINALIZED GROUP

Late 30s to 50s/early 60s

White

1. Age
2. Race

Male
Cisgender; Appearance and
behaviors are congruent with the
Gender Binary System ~ either
masculine OR feminine
President, Vice Presidents, Deans,
Directors, Faculty, Supervisors
Heterosexual

3. Sex Assigned at Birth

4. Gender Identity and
Gender Expression

Upper class; Upper middle class;

Middle class
Graduate or 4-year degree; highly
valued school; private school
Christian (Protestant; Catholic)

7. Social Class

U.S. born

10. National Origin

Currently able-bodied

11. Disability Status

American; Western European

heritage
Fit societys image of attractive,
beautiful, handsome, athletic
Proficient in the use of
Standard English
Legally married in a heterosexual
relationship

Parent of children born within a
2-parent heterosexual marriage
More years on campus
U.S. citizen

12. Ethnicity/Culture

Suburban; valued region of U.S.

19. Geographic region

5. Hierarchical Level

6. Sexual Orientation

8. Educational Level;
Credential; Certificate
9. Religion/Spirituality

13. Size, Appearance,

Athleticism
14. English Literacy
15. Marital Status


16. Parental Status
17. Years of experience
18. Immigration Status

Light skin; European/Caucasian

20. Skin color; phenotype
features
Nuclear family with 2 parents in a 21. Family Status
heterosexual relationship
Extrovert; task-oriented;
analytical; linear thinker

22. Work Style

Younger; Older
Person of Color; People who identify as
Biracial/Multiracial
Female; Intersex
Transgender; Gender Nonconforming;
Gender Queer; Androgynous

Students, Graduate Teaching Assistants,

direct service staff
Gay; Lesbian; Bisexual; Queer;
Questioning
Working class; Living in poverty
High school degree; 1st generation to
college; less valued school; public school
Muslim, Jewish, Agnostic, Hindu, Atheist,
Buddhist, Spiritual, LDS, Jehovah Witness,
Pagan,
Foreign born; Born in a country other
than the U.S.
People with a physical, mental,
emotional and/or learning disability;
People living with AIDS/HIV+
Puerto Rican; Navajo; Mexican; Nigerian;
Chinese; Iranian; Russian; Jewish
Perceived by others as too fat, tall, short,
unattractive, not athletic
Use of non-standard English dialects;
have an accent
Single; divorced; widowed; same sex
partnership; unmarried heterosexual
partnership
Unmarried parent; do not have children;
non-residential parent; LGBTQ parents
New; little experience on campus
People who do not have U.S. citizenship,
are undocumented
Rural; some urban areasless valued
region
Darker skin; African, Asian, Aboriginal
features
Blended family; single-parent household;
grandparents raising grandchildren;
foster family
Introvert; process-oriented; creative;
circular thinker

Unproductive Meeting/Classroom Behaviors

a. In the 1st column, check-off any unproductive behaviors which you have observed in
meetings/classrooms.
b. Then in the 3rd column, check-off any of these behaviors that you have ever done.
c. Look back over this list, and imagine what needs the person/you were attempting to fulfill
with each of these behaviors. Write these unmet needs in the 4th column. Examples of
needs: recognition, inclusion, understanding, clarity, safety, connection, mutuality,
collaboration, acknowledgement, efficiency, honesty, respect, competence, trust, fun, make
a difference, etc.

Others
Unproductive meeting behaviors, when
Ive
Unmet needs
do this
someone:
done
this

1. Makes inappropriate comments or jokes


2. Belittles the input or comments of others



3. Minimizes or rationalizes away the


frustrations and comments of group
members

4. Interrupts or talks over others



5. Engages in side conversations



6. Dominates the conversation



7. Makes snide or sarcastic comments



8. Only interacts and makes eye contact with

people like them; people they like

9. Gives unsolicited advice; tell someone


how they should have felt or responded
differently

10. Dismisses or ignores the input of others



11. Disregards feedback from group members


12. Laughs at or makes fun of other group


members

13. Treats peers with disrespect



14. Gives someone the silent treatment or


cold shoulder

15. Uses a negative, judgmental tone



16. Uses an overly aggressive or forceful style



17. Refuses to participate in the discussion or


the activity

18. Is silent, shut down or withdrawn



19. Challenges the validity of the information


being presented to serve a personal agenda

20. Questions the usefulness of an activity or a

discussion to serve a personal agenda

21. Gives excuses or PLEs (Perfectly Logical

Explanations) for disrespectful comments and
behaviors
22. Raises their voice to try to silence others
23. Emphasizes good intent and does not
also listen to the impact of actions
24. Makes negative stereotypic comments
about others or self
25. Tells others they are too sensitive
26. Repeats or rewords what members with
lower status have just said
27. Hears and acknowledges ideas only if
they come from members with higher group
status
28. Does not engage or hear comments from
members with lower group status
29. Judges or dismisses input from members of
lower status groups if they express anger or
frustration
30. Only asks members of lower status groups
to repeat what they have just said
31. When confronted, frames the situation as
an attack
32. Go to lunch or socializes only with certain
group members
33. Acknowledges and praises only certain
group members
34. Rolls their eyes or makes other negative
nonverbal behaviors when others are talking
35. Chastises others publically
34. Critiques and questions only the ideas and
materials presented by lower status members
35. Bullies other group members
36. Has a patronizing or condescending manner
37. Derails the planned format and agenda to
serve a personal agenda
38. Criticizes the personal character of group
members
39. Takes credit for the work or ideas of others
40.
41.

Developed By: Kathy Obear, (413) 537- 8012, kathy@drkathyobear.com

www.drkathyobear.com
6

Common Universal Needs/Values

(Adapted from R. Gill, L. Leu, and J. Morin (2009). NVC Toolkit for Facilitators.)

acceptance
adaptability
appreciation
authenticity
autonomy
awareness
balance
beauty
belonging
caring
celebration
challenge
choice
clarity
collaboration
communication
community
companionship
compassion
competence
consciousness
connection
consideration
contribution
cooperation
creating
creativity
dependability
dignity
ease
effectiveness
efficiency
empathy
equality

fairness
follow-through
freedom
fun
growth
harmony
healing
health
honesty
hope
humor
inclusion
independence
inspiration
integration
integrity
intimacy
joy
learning
love
mattering
meaning
mourning
movement
mutuality
nurturance
openness
order
participation
partnership
peace
play
presence
progress
7

purpose
reflection
relaxation
reliability
relief
respect
rest
safety
security
self-expression
self-reliance
space
stimulation
spontaneity
stability
support
trust
understanding
warmth

What Could You Do?

Directions: Choose 1-2 examples of exclusionary situations or microaggressions. Write

each one in the left-hand column. Then discuss and note how you could ADDRESS the
situation in the other column.

Consider as you discuss:

What is the probable impact if no one speaks up in this situation?
What could be the positive outcomes if someone does intervene and speak up?
What could you do to ADDRESS* the situation?

A = Acknowledge (that something occurred)

D = Distract (the person)
D = Document (tell someone; use a reporting system)
R = Redirect (the conversation)
E = Educate (the person)
S = Stop (the exclusionary behavior)
S = Support (the people impacted)

Microaggression, Exclusionary Situation

WHAT COULD YOU DO?

Developed by Naomi Sigg, Director of Office of Multicultural Affairs, Case Western University, 2015
nxs399@case.edu

Strategies to Discuss and Leverage Differing Perspectives

Ask the group to identify the "common ground," where they heard similarities and
agreement

Ask the group to summarize the differing perspectives

Invite the group to explore the differences with questions of curiosity

o Give them some possible prompts: Can you say more aboutCan you talk about the
reasons you feel so stronglyCan you say more about the outcomes you wantWhats
the intent behind your ideaHow does your idea help meet our overall goals
o Facilitate the exploring of all the varying perspectives that have been raised
o Consider taking notes on a chart of key points

Ask the group what additional similarities/common ground they notice after exploring the
differing perspectives

Continue dialoguing and exploring until consensus or a decision is reached

Ensure others understand the differing perspective

o Can someone summarize what you heard?
o Check back with the person who 1st spoke: How close is that to what you were saying?

Facilitate each person/group sharing their perspective

o Set-up the process: Id like us to slow the process down, and create space for everyone
to voice their perspective, and to make sure we understand each otherbefore we
begin to explore our differences.
o Invite someone to go 1st and ask the group to listen carefully since you will be asking
someone to summarize what they heard

Strategies to Navigate Intense Disagreements and Conflict

Model the skills they want others to learn and use

Name the group dynamic

o Im noticing the intensity of the conversation

Use self-disclosure to provide a frame and support

o Im excited were beginning this conversation
o Many groups never get this honest and authentic
o Theres a lot we can all learn as we engage and explore our differing perspectives

Reference group norms and working agreements

o Weve agreed to engage in conflict and explore disagreements
o And weve agreed to discuss conflicts within our norms

Use "meta-interventions"
o Ask the person(s) to take the "pulse" of the situation reflect on the process:
o What do you notice happening right now?
o How are we working together?
o How well are we respecting each other?
o How would you describe how people are treating each other?
o What do you feel needs to happen so we can have a productive, honest dialogue?
Ask people to paraphrase what they heard someone say BEFORE they state their
perspective

Ask people to use dialogue questions and engage each other, rather than have a debate

Use tentative rather than absolute language, such as "You seem" or "My impression is..."

Refer to the person's original premise and assumptions and draw a different conclusion
based on their own reasoning

Clouding
o Agree in principle
o Agree in probability
o Agree in part and ignore the rest

Acknowledge when you hear good points, where other people are right

Steps to respond when someone makes an inappropriate remark

1. Check out what you heard:
Ask them to repeat what they said
Did I hear you say ________ ?
I thought I heard you say _______. Am I right?

2. If they disagree with your version, you may decide to end the conversation. If you suspect they
are trying to cover their tracks, you may consider continuing the dialogue:
Im glad to hear I misunderstood, because, as you know, those types of comments....

3. If they acknowledge they said the comment:
a. Explore their intent behind making the comment
o Help me understand what you meant by that?
10

o What were you hoping to communicate with that comment?

b. Explore the impact of their comment
o What impact do you think that comment could have?
o What do you think others would think of you when you make that type of comment?
o What message do you think that comment sends?

c. Share your perspective of the probable impact of these types of comments

o When I hear you say that I think/feel....
o Many people would take that comment to mean....
o That comment only perpetuates negative stereotypes and assumptions...
o Negative comments only cause division, isolation, gossiping...
o People will judge you for making these negative types of comments and could assume
you are close-minded, bigoted, difficult to work with....

d. Ask them to change their behavior

o Id appreciate it if youd stop making these types of negative comments....
o I respect co-workers who respect me and other team members....
o I expect you to stop making inappropriate comments...

Strategies to Manage Behaviors that Disrupt the Dialogue

If you feel you were interrupted:

o Inform rather than demand: use "I wasn't finished yet, " instead of "Stop interrupting
me"

If you feel you someone else was interrupted:

o Inform rather than demand: I dont think she was finished; I dont think he had
completed his comment

Ignore any negative comments/accusations, and redirect them back to the topic/task.

Request respect; refuse to continue the conversation if the person is abusive, demeaning, or
rude

Interrupt and confront inappropriate behavior

Acknowledge and own your mistakes and inappropriate behavior that may have
contributed to the current dynamics

"Table" the discussion for a later time

o Recognize their point, note it for later discussion, and move on
o Keep a list on flip chart paper of issues and questions for further discussion for when
time allows

Give them a choice.

o We dont have time to address that issue now. Id be glad to talk with you at break or
after the session.
o You can either choose to participate in this activity, or feel free to sit and observe and
take notes on what you see happening.
11

o Im going to invite others to join this conversation. You can either stay and listen or if
you choose, you can choose to leave.

Leave or end the conversation

What if participants are silent or only a few people talk and offer ideas.
1. Buzz dyad: partner participants with someone they don't know wellgive then 2 minutes to talk
about whatever is NOT being talked about, i.e., ideas, reactions, solutions, feelings, etc. Then ask for
short report outs from each dyad.

2. Buzz and brainstorm: ask each dyad to discuss/list 2-3 ideas; after 2+ minutes, have the group
brainstorm their ideas as you chart them. Then group can review and discuss.

3. Stations activity: Identify 4-10 topics you want ideas/input on. Put one topic at the top of each
chart. Divide participants into small groups and assign each group 1 chart. Give them 2-3 minutes to
brainstorm and list ideas; then move each group to another "station," and ask them to review what's
there, and brainstorm other ideas. Can also ask them to put a check mark by ideas they like.

4. Individual reflection time: Give each participant a 3x5 card and ask them to individually write an
idea/solution. Collect them anonymously and share with group. Options: chart them all; have people
read them Into the group; post them on the wall and ask people to go around and read them. Note:
You can use this activity to gather feelings and/or reactions as well.

5. To explore the pros/cons of an idea in more depth: Give participants time to think about at least 1
pro and 1 con for the idea. Then go around the circle and:
Each person shares 1 positive outcome of this idea
Then each person shares a possible pitfall or draw back
Variation: Form dyads or triads and ask them to generate 3 pros and 3 possible draw backs without
discussing them. Then have groups report these into the room.

6. Perspective taking: Form small groups and assign each 1 subgroup to represent. Give them 10
minutes to discuss and be ready to share:
What issues might this subgroup have?
What concerns?
What ideas for moving forward?

7. Pick-a-question activity: Ask each person to write a question or issue on a piece of paper that they
want discussed by the group. Collect these and put into a basket. Ask for a volunteer to pick out a
piece of paper (without looking at it) and respond/answer in the large group. Then invite others to
comment.

Taking the temperature of the group

Use a Standing Continuum: Ask participants to stand on a continuum from 0-10 that reflects their
feelings, attitudes, perceived skill level, perceived knowledge level, readiness.

3x5 cards: ask participants to individually write how theyre currently feeling ~ gather anonymously,
and have people read them into group. Lead a discussion of how people relate to the feelings they
heard.

Developed by Kathy Obear, kathy@drkathyobear.com www.drkathyobear.com

12

Biased Comments or Behaviors: Tools for Engaging Others

Consider the following tools and prompts as you prepare to have a conversation with the person
whose behavior you believe was influenced by some conscious or unconscious bias.

1. Get clear on your intention for speaking with the person
What do you hope to accomplish?
How can you engage the other person in a way that they leave feeling whole and respected?

2. Relate to the person who made the comment

Think about times you have you said or done something similarly
Imagine how you might say or do something like this in the future

3. Choose an appropriate time and place to engage the person about what you observed.
Sometimes its helpful to talk with them privately. Other times it may be useful to discuss the
issue in the moment in front of all of the people who heard the comment or observed the
interaction.

4. Get clear on the facts of what you observed and tracked

Think through the specific behaviors you tracked
Mentally practice describing what you observed without any interpretations, conclusions or
judgments.

5. Initiate a conversation with the person

Id like to talk with you about what I just observed. Is this a good time to talk for a few
minutes? (If not) When might you have a moment?

6. Gather more data about the situation you observed

I overheard you talking with that _____. Can you give me some background on what was
going on? OR Can you help me understand the context for what was occurring?

7. Check out what you tracked:

Can you tell me again what you remember saying?
I thought I heard you say.Is that accurate?

8. Assume good intent and that the person is unaware of the probable negative impact of their
comments/actions, and then describe the facts of what you tracked
You probably didnt notice what the impact of that comment was when you said.
Were so busy these days, you probably didnt realize the impact of what you did just then,
when you
I dont know if youre aware of it, but when you said _____, I think/saw/observed _____ have
a clear reactionI observed (describe the specifics of what you observed)
I trust you didnt intend for your behavior/comments/actions to have a negative impact, but I
noticedOR I felt

9. Do not assume the person recognized what they had said or done
My guess is you werent aware of how your tone was coming across to the clientOR what
your nonverbal behaviors were saying to the client
My guess is youre not aware that the phrase you used has a negative impact on others
13

I know you were making a joke, and my guess is youre not aware how uncomfortable that
comment can make others.

10. Ask the person what might be the unintended impact of their comments and actions
How do you think ____ felt?
How might they have interpreted what you said/did?
What message do you think that comment/action might send?
How might they now feel about future interactions with us?

11. Acknowledge the probable impact of the comments/actions; offer additional ones
I agree that the unintended impact probably was
In addition to what you said about the probable impact, I also think that.
I agree and Ive had friends from this marginalized group who have told me that when they
hear these comments they feel.because
When I hear you say that I think/feel....
Many people would take that comment to mean....

12. Acknowledge the probable differential and disproportionate impact based on privileged and
marginalized group memberships. (i.e. Heterosexuals and Gays/Lesbians/Bisexuals; Whites and
People of Color; Married and Single; Older, Middle-aged, and Younger, etc.)
As you know a number of people may feel uncomfortable by this type of comment, and, it
may have a different level of negative impact on people in marginalized groups given the
pattern of treatment they experience in many aspects of society, and how often they have
heard similar commentsexperienced similar treatment

13. Explore the persons intent behind their comment/action

What were you wanting to accomplish with your comment? Action?

What was going on for you when you said/did____?
What were you feeling when you said/did._____?

14. Acknowledge the persons intent behind their comments and actions, and begin to explore

alternative ways they could have responded
I understand you were feeling ____. As you look back, what might have been a more effective
way to respond in that situation?

15. Acknowledge the effective tactics they offer, and add any additional ones, if applicable
I think your idea would have been one way to respond. Another thought for next time might
be to _______...
I like your idea, and recently when I was in a similar situation I _______...
Thats one possibility, and someone once suggested to me to

16. Explore the impact of your raising this issue with the person
I appreciate your discussing this with me, and Im curious how this conversation was for you?

17. Offer to be of support in the future

Im still picking up pointers and techniques as well. And if you ever want to talk situations like
this through in the future, Id be more than willing to offer my best thoughts.
14

Specific Tools for Engaging Comments

Offer a differing viewpoint (gently), and then redirect the conversation back to the activity at
hand.
If you assess that the persons behavior has continued to cross a line, consult with your
supervisor.

WHAT IF???

1. The person doesnt agree they said what you heard

You may decide to end the conversation and give them the benefit of the doubt
I must have misunderstood
If you suspect they are trying to cover their tracks, you may consider continuing the
dialogue:
o Im glad to hear I misunderstood, because, as you know, in this organization those
types of comments...

2. The person is defensive and doesnt appear receptive to your comments
Relate in and make a connection with the person
o I can relate to thinking the same thing, and then someone gave me some feedback
recently
o I remember saying something pretty similar not too long ago, and someone gave me a
heads up about the unintended impact of my commentsI appreciated knowing
because I dont want to offend others or make them uncomfortable

Clarify your expectations of them

o In the future Id appreciate if you wouldOR I expect that you will
o Ill be very concerned if this happens again

Clarify organizational expectations

o You may not agree with what Im sayingand as you know, this organization is
committed to creating an inclusive work environment for all staff and is committed to
providing exceptional service to the wide diversity of current and potential students.
Your comments/actions do not support our mission and goals. In the future I expect
you to

Check to see they understood your message
o I want to make sure you understand what Im saying. Can you tell me what youre
taking away from this conversation?
Would you repeat back the essence of what Im saying?

Invite them to ask any questions or give you any feedback
o Do you have any questions or comments related to what were talking about?
o Do you have any feedback for me?
o If you ever have feedback for me, Id appreciate hearing from you....

15

Re-establish the relationship

o I value your contribution to this team...
o We work well together, and I appreciate that...
o Its my hope we can put this behind us and keep working well together...OR Its my
hope we can use this as a learning experience for us both and continue to have
conversations about inclusion and diversity in the future

When someone gives YOU feedback

1. Ask questions to clarify or paraphrase and make sure you understand what theyre saying
So youre saying that when I ____________ you felt ______...
Im a little confused. Are you talking about last week in the meeting when I.........

2. Check out the Impact of your behavior
What I did clearly had an impact on you...
How did my comment/action impact you?
What was the impact of my comment? Behavior?

3. (possibly) Explore what was less effective/unproductive about your behavior
Help me understand what you found unproductive or inappropriate?

4. RESTATE what you heard them say about the IMPACT of your behavior

5. Own your behavior and apologize for the negative impact
I now see how what I did impacted you...others...organizational objectives...
I understand the impact of what I did...
I apologize...

6. Discuss what you could do differently in the future
As we go forward, my intention is to.........does this seem to work for you?
What would you like me to do differently in the future?

7. Ask if they have any further feedback for you or issues to discuss
Have you noticed me doing similar behaviors other times? In other situations?
Is there anything else youd like to talk about? Give me feedback on?

8. Appreciate their willingness to give you this feedback
I appreciate your giving me this feedback...
I hope youll continue to feel free to talk to me about anything I do or say that seems
unproductive for you or others...




Developed by Kathy Obear, kathy@drkathyobear.com
16

Inclusive Onboarding Practices that Increase Retention

1. Networking ~ Increase connections with colleagues in your region
Form a consortium among regional organizations to partner in onboarding activities.
Create a list of regional professional associations and organizations that new employees may
be interested in.
Host networking activities to welcome and connect new hires within the organization and with
members of the community.
Host regular gatherings over the first 12-18 months for new employees to meet and network
among themselves; invite key leaders to attend and network with new employees.

2. Mentoring
Develop a formal mentoring program for all new hires.

Assign each new employee 2 mentors: one mentor within their department; another mentor
from a related department.

Host a gathering 1-2 times/year for all new hires and their mentors.

3. Transition to the team level
Design team-building activities to fast-track the new hires entry into the department.
Schedule 1-1 meetings with the executive leader of the division and other divisions.
Schedule a meeting with the President/Chancellor.
Schedule meet and greet meetings with key colleagues and partners.
Develop a professional development plan for new hires to ensure they receive critical
information about organizational culture, procedures, policies, unwritten rules, etc.
4. Create a formal process of Transition Teams to support the successful transition of new hires
Create Transition Teams to provide support to new hires over the first 12-18 months of
employment.
Team members to include a cross section of employees from their area and related
departments.
Have the team members plan how they will individually and collectively support their new
colleague.
Hiring Manager meets with the Transition Team and to review their plan to support the new
hires transition.
Ensure that their office space is ready when they arrive; have the keys, parking pass, ID card,
etc., readily available; make sure the computer, phone, etc., are in working order.
Find out when they intend to arrive on their first day, and plan to have members of the
department available to greet them and help them move in, if possible.
Plan how to get them introduced to all the key department colleagues and other partners.
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5. Supervisors conduct orientation and on-going transition meetings with all new employees to:
Review the division/department/organizational inclusion and equity mission and goals.
State their expectations for infusing inclusion into daily work practices.
Identify current level of multicultural competence and plan professional development
activities for the next 9-12 months.

6. Supervisors meet regularly (weekly or bi-weekly) with new employees to explore:
How the employee is adjusting and integrating into the department/division.
The employees need for additional training, support and coaching.
Any conflicts, misunderstandings or barriers they are encountering.
Any needs for additional resources or information.

7. Website resources
Expand the organizations website to include a section for prospective candidates that includes
the Mission, Vision, Values, and any statements about the organizations commitment to
creating an inclusive environment, and hiring and retaining employees who demonstrate the
multicultural competencies and skills to meet the needs of the increasingly diverse populations
you serve.
Include links to information about the region, including the housing market, local schools,
religious/spiritual organizations, etc.
Provide easy links to employment related information, including descriptions of benefits, key
human resources policies, professional and career development opportunities, etc.

8. Create institutional structures that encourage and reward efforts to increase multicultural
competencies
Create the opportunity for employees to participate in a training program to become a
Diversity Practitioner. Participants would develop deeper skills and competencies to track
and recognize comments and practices that could undermine the organizations commitment
to diversity and inclusion, as well as practice effective ways to respond and intervene in
situations to create greater inclusion and fairness.
Require all major committees and task forces have at least one Diversity Practitioner.
Schedule several programs each year that explore issues of integrating diversity and inclusion
into daily practices, such as: panels of employees/supervisors discussing how they infuse
issues of diversity and inclusion into their work; speakers and training sessions on the
competencies to effectively serve various segments of the client population; roundtables of
employees to share promising practices; staff retreats to increase skills/competencies and
share best practices; etc.
Require all staff to participate in a diversity and inclusion training sessions every 1-2 years.
Infuse issues of equity and inclusion into all training and educational activities, particularly
supervisor and management training.
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Add to the annual planning process: Planned strategies to increase the skills and competencies
of current staff to serve the increasingly diverse client population; planned strategies to
increase the pool of promising candidates for future job openings; planned strategies to
increase the retention of current employees, especially those that demonstrate competencies
and skills to serve the increasingly diverse client population.

9. Assess current practices and procedures
Gather and analyze climate and organizational data on the past 5+ years.
Gather and diagnose data with an Inclusion Lens on most human resources activities,
including: hiring pools; employee satisfaction; professional development opportunities; length
of stay of new hires; performance ratings; etc.
Identify and review/revise practices and procedures for reporting and resolving uninclusive or
harassment situations.




























Compiled by Kathy Obear, Ed.D., www.drkathyobear.com

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