Creating a 21st-Century Strategic Diversity Plan for Your Community College

Transcription

1 Creating a 21st-Century Strategic Diversity Plan for Your Community College AACC Webinar December 8, 2015 Presented by: Clyde Wilson Pickett, Community College of Allegheny County

2 PRESENTATION OVERVIEW Introduction Rationale for diversity strategic plans Identifying key stakeholders Necessary components CCAC Model Questions

3 Introduction Dr. Quintin Bullock CCAC President

4 Introduction Clyde Wilson Pickett CCAC Special Assistant to the President for Diversity and Inclusion 4

5 RATIONALE Diversity, equity and inclusion are essential components of education Changing demographics Compliance Title IX Title VII VAWA/Campus SaVE Proactive vs. Reactive policy

6 STAKEHOLDERS Senior Diversity Officer/Institution Lead President Board Support Faculty, staff and administrators Students Greater college community

7 Necessary Components

8 NECESSARY COMPONENTS Engagement Assessment Innovation Communication Institutional Culture Review 8

9 ENGAGEMENT Strategic Planning and Diversity Strategic Planning is an ongoing process, not an event! Engagement is essential in the process. It must involve all identified stakeholders throughout the organization. Engagement generates input and helps build broad commitment to promote plan execution. It is essential to: Provide opportunity to express issues, challenges, concerns and opportunities which may not have been known or fully understood. Ensure their buy-in to help execute the strategies. **REMEMBER: The Senior Leadership team will not execute the strategies staff will. Engage all parties to promote success in execution and operation of goals. 9

10 ASSESSMENT SWOT Analysis SWOT analysis is a tool designed to put strengths, weaknesses, opportunities and threats of an organization in clear view. This analysis provides a clear picture of the organization along with what advantages they have while providing exposure to possible vulnerabilities. **An effective SWOT analysis can contribute towards strategic planning by exposing weaknesses. A better understanding of weaknesses can help with effective solutions for improvement. **Analyzing threats is likely the most unwelcome part of SWOT analysis, but it can help institutions insulate against challenges and threats. Work to identify factors that could threaten growth and success at the institution. 10

11 REGULAR REVIEW Regularly monitor and discuss implementation. The execution of the plan must involve regular review and monitoring for successful implementation. The staff should be given the freedom to proceed with day-to-day implementation; however, Senior Leaders should regularly monitor progress so that additional support on a task-by-task basis can be provided if progress slows. Success is about implementing the changes needed, not just developing the plan. **Consider discussing on-going implementation efforts quarterly, and review key metrics to assist with monitoring implementation and results. 11

12 RELEVANT FRAMEWORK

13 TRANSFORMATIVE INCLUSION Transformative Inclusion is a commitment to fostering a campus environment that not only recognizes perspectives, skills, experiences and talents, of every student, staff, faculty member and administrator, but rather cultivates and utilizes those abilities to achieve a more robust, invested and creative campus environment. In short, Transformative Inclusion is a comprehensive diversity model of reform grounded upon research and theory as well as best practices. It is designed to yield better participatory diversity and inclusion outcomes.

14 TRANSFORMATIVE INCLUSION Component #1 An open and welcoming campus climate. In concrete terms, it means seeking out, listening to and respecting the perspectives of all students, faculty, staff and community, with particular appreciation for the diverse backgrounds that students, faculty, staff and community bring to the educational experience.

15 TRANSFORMATIVE INCLUSION Component #2 A purposeful development and use of organizational resources to enhance student learning and employee development. Organizationally, it means fostering an environment conducive to student success and completion with the expectation of faculty, staff and administrators to incorporate inclusiveness in teaching, service and outreach.

16 TRANSFORMATIVE INCLUSION Component #3 A focus on the importance to respect that recognizes and appreciates the talents, skills, backgrounds and perspectives of every individual.

17 CCAC DIVERSITY TACTICAL PLAN 17

18 PLAN COMPONENTS Statement of commitment Institutional history and background Goals Actions Partners Measure/Timeframe

19 CCAC Diversity Tactical Plan: Actions Each of the six (6) goals in the CCAC DTP has multiple action items designed to provide a specific directive to meet the goal. The understanding is that each action is a directive of how to meet the goal.

20 CCAC Diversity Tactical Plan: Partners Partners are included in each of the six (6) goals. The rationale for listing Partners is to promote and share accountability, responsibility and involvement for meeting the goals expressed.

21 CCAC Diversity Tactical Plan: Timeframe/Measure A Timeframe/Measure has been given for all of the action items and goals to provide a timeline or indicator as to when each of the items will be undertaken or completed.

22 Questions Contact Information: Visit us at: