State
Specific Goals-for-Change
New
York
Strategic Leadership Retreat June 2-4, 2003
Strategic
Outcomes
Participants from CCE
Barbara
Eshelman, Human Resources
Glenn
Applebee, Associate Director
Helene
Dillard, Director
Jane
Mt. Pleasant, Director of American Indian Program and Professor, Crops and
Soil Sciences
JC
Shaver, Assistant Director/Interim Director for NYC
Jo
Swanson, Associate Director and Assistant Dean of Human Ecology
Linda
Couchon, Diversity Catalyst Team Coordinator
Mike
Duttweiler, Assistant Director, Program and Professional Development
Mike
Hoffmann, Associate Director and Director, Integrated Pest Management
Pilar
Parra, Research Associate, Nutritional Sciences
Rod Howe, Assistant
Director, Community and Economic Vitality
Create
welcoming and inclusive environments for staff and clientele
Focusing
support and opportunities for Executive Directors to build skills/knowledge/understanding
and create change on the county level.
Key processes
State Specialist and Directors Council development (skills and understanding)
Executive director evaluation and development
Organizational development
Board
development
Volunteer
development (instructional and governance)
Key components
Work with Council of Associations
Peer
to peer executive director support
Executive director leadership meetings
“Opening
Doors”
Executive
director “Cabinet”
Use
of discretionary power
Tool
Kit to help executive directors articulate to traditional stakeholders
Strategic
Outcome #2
Recruitment
and retention for senior level positions
Expectations
of search committee for diverse pool of candidates and diversification
of employees in system
Tools
and guidelines
Recruitment
and advertising
Review
of candidates
Interview
Decision/selection
Understanding
use of discretionary power
Retention -
Key systems/processes
Create
a welcoming and supportive system
Mentoring
for opportunities and growth (of current and new employees)
Formal and informal
By staff and community/board members
New
Staff Orientation
Develop
and utilize exit interview information
Develop
support networks
Feedback
to and from employees
Opening
Doors
Diverse
Program/Audience Participation
By
2007, the profile of program participants in 85% of associations will be reflective
of the demographics of their county.
By 2007, the profile of CCE staff statewide
will be reflective of the population of NYS.
Tool kit to help ED’s articulate to
traditional stakeholders
Set up timeframe/steps/options
Create county demographic profile
Create participant demographic profile
Plan of work process
Diversify planning boards and advisory groups
Incentives
Accountability System
Bottomline
North
Dakota Action Plan
Strategic Leadership Workshop April 22-24,
2003
The
following notes were taken during the Strategic Leadership for Diversity Workshop
in Sioux City, IA, April 22-24, 2003.
North
Dakota Change Agent States for Diversity Catalyst (CASD) Team will:
(Gene,
Duane, Sharon, Karen, and Sandy)
Build climate assessment
into plan and logic model
Brad,
Becky, Morrie, Kathy and Margaret will:
District
Directors and Assistant Directors will:
(Gerald,
Duane, Tom, Brad, Margaret, and
Karen)
Sharon
and the Leadership Team will:
-
Expand relationships
with 1994's
-
Share CASD
information with SBARE members, Citizens' Support Group for Nutrition, Youth
and Family Science members, and Department Chairs
Pennsylvania Goals
Strategic
Leadership Workshop June 2-4, 2003
Goal
I – Program
·
Integrate diversity efforts into POW system.
·
Integrate ICT – ensure all publications demonstrate diversity
·
CQI for Extension Boards
Accountability
Longevity
Leadership role
·
“Diversity Testers”
Goal
2 – Environment
Faculty
ICT Awareness “training”
Collaborative
POW team discussion (faculty and staff) to integrate diversity
Partner
International Ag
Collaborate
with College Diversity Council
Comprehensive
Staff Development Plan
Performance
evaluation of faculty and county staff integrated diversity performance
Collaborate
College Diversity Council
Target
hiring for strategic placement to reach overall goal (Strategic Plan with goals
per unit)
Implement
Retention Strategy
NEA –
education, permanent positions, educational leaves
Retention of Diverse
Employees
Key Systems
Mentoring Process
Exit Interviews –
historical data
Support Networks
Key Components
Mentors – office
staff, educator staff
i.
Training Tools
ii.
Selection – same, different
iii.
Term
iv.
Community Mentor (board member)
v.
Informal Mentors
vi.
Recognition and Reward
New Staff Orientation
i.
Modules
EFNEP
(being racially diverse)
In a lower organizational position
Impact
Lack of
mobility (opportunity)
Voices
not heard – lack of organizational influence
An add
on program – not integral to Extension
Uses the
program to serve overall purposes (its own needs)
Cannot/will
not get a degree to move up
To have
degree in order to move up and be heard
It’s
not really Extension
Can’t
generate numbers in diversity with out
People
of color are poor
Urban
is poor and color
Lack
of Diversity on Local Boards
White vs. people of color
Impact
Minority
members may be “token”
Hiring
Program
resource allocation and development
Image
of organization as being white
Lack of
diverse input
People
from diverse groups don’t know how to interact -don't want to
A white/middle
class organization
Don't
have anything to contribute
Other
resources available for ''those people"
Boards
don't hire diverse candidates
Authority
lies with boards
Colorado
Elsie Cross Training
May 6-8, 2003
Trainers: Kate Kirkham and Jamie Washington
Notes
C Keep system change on the agenda for Extension.
C Move beyond awareness ˜ relate diversity to system change in general.
C Broaden perspectives about what actions we can take in our daily interactions
related to diversity.
C Asking questions at appropriate times.
C Use mentoring.
C Help define roles in the cause of diversity.
C Engage the county level in understanding what diversity is and what it means
as it relates to our jobs.
C Integrate diversity in all aspects of performance appraisals.
C Work to understand what the gender issues are or may be.
C Become personally invested in learning more about specific cultures.
C Help others learn the values of tracking.
C Include awareness building activities in DAC, other similar meetings and
gatherings, and in our publications.
C Commitment – within the next three years we will:
C Training Expectation
C Local Diversity Plans
C Support through communication, embedding in system.
C Revisit other action plans, etc.
C Make personal commitment to explore other communities.
C Understand that diversity competence is an on-going process, and help others
do the same.
C Find ways to use tracking skills.
C Ask how things are going regarding gender, 4-H unit.
C Look at our 4-H materials and how they may be more enticing to all publics.
C Strive for more diversity by growing our own and exploring how we can do
a better job of doing that.
C Explore opportunities to build upon the uniqueness of our catalyst team
and appreciate them for the resources they are and can be.
C Figure out and commit to developing strategies for how we support those
doing this work; i.e., who didn’t grow up in 4-H.
C Maybe encourage people not to use acronyms or “Extensionese” or
develop policies that help keep language inviting and inclusive.
C Explore how we conduct new employee training and how it can be more helpful
and possibly longer term in supporting staff development.
C Explore how we redo our diversity plan and how we get it in our hands and
keep track of results.
C Rediscover our roots in Extension and figure out ways to bring about dialogues
that help us to grow as an institution related to our diversity (beyond debating).
C Further define how the catalyst team operates.
C Remember, “It’s not either or, it’s both and” as a way
to explore how we operate, learn, and make decisions.
C Figure out how to avoid analysis paralysis.
C How does Extension ACT in the way we “show up” to make diversity
live across the system?
COLORADO
CASD PROJECT
Team Planning
Statement
of Philosophy
Our involvement with the
8 state CASD project, assessment efforts, and recent trainings have demonstrated
that diversity has larger implications for addressing our mission than what
the word alone might imply. Diversity is a tool to implement organizational
change and to better serve all of our communities and partners. We believe
that competence through diversity training is an on-going process that builds
upon a commitment to make the community our campus.
System Values and Commitments:
$ Identify system change regarding diversity as an important agenda for Extension.
< improve staff awareness of how diversity can be used
as a tool for organizational development
< establish policies that highlight and reinforce benefits
that can be realized through a commitment to diversity.
$ Review and revise our current diversity action plan to address current needs.
$ Include a discussion on diversity in new staff orientation.
$ Plan for the following:
-
Establish policies and guidelines for
all CSUCE staff to receive on-going training in diversity for personal and
professional growth.
-
Establish procedures and expectations
for all counties to develop county-wide, or community specific, diversity
plans.
-
Encourage and support the creation
of a system-wide atmosphere that invites healthy discussion and reflective
dialogue about diversity.
$ In DAC (and other appropriate meetings
or gatherings) include a short seminar on diversity content appropriate to
Colorado and encourage reflection about its meaning for our hiring,
recruitment, mentoring, and program implementation.
$ Reinforce the leadership provided by our catalyst team and revisit appropriate
roles for them in advancing diversity within our system.
$ Build on professional development opportunities and personal experiences.
Recommended strategies to support
System Values and Commitments:
$ Involve facilitators and trainers to engage extension personnel in understanding
how an expanded definition of diversity can provide increased opportunities
for personal and professional development that benefits the institution
and the communities we serve.
$ Implement policies that:
< Make stronger use of mentoring
for all staff who need support for learning and implementing the commitment
to diversity.
< Integrate diversity expectation in all aspects of performance appraisals.
< Examine past and current efforts to recruit a diverse workforce and establish
new strategies for doing so.
< Examine current 4-H and other curriculum with a Adiversity lens@ to evaluate
its potential appeal to diverse populations.
< Investigate the expressed concerns regarding gender equity within the
system (JoAnn, Judy, & Mary).
< Reduce the use of acronyms.
$ Help staff understand the Atracking
technique@ taught by Elsie Cross and its potential benefits for improving
understanding of others.
$ Make use of the method that looks at possiblities not as Aeither/or@ but
Aboth/and@ as a way to encourage innovative thinking and solution finding.
$ Broaden perspectives about personal actions that might be taken to better
understand how diversity can bring about improved personal and professional
growth.
$ Encourage personal commitments to explore new communities and to understand
how this might be personally enriching.
$ Develop recruitment strategies and commit to implementation of those strategies
and inclusion of individuals who did not grow up in extension, especially
in 4-H.
Personal Commitments:
$ Commit to moving beyond awareness and appreciation to acting upon our values
surrounding diversity.
$ Understand that diversity competence is an ongoing process and flows from
a commitment to transformative interaction.