WEDA Diversity Catalyst Team (DCT) Report for Directors

April 2010

Table of Contents

Executive Summary 1

1. Update on review and recommend effective training materials for search committees at WEDA institutions; materials should cover topics such as how and why committees should attend to diversity issues, the management of unconscious bias, complicity, and cultural sensitivity. 1

2. Update on review and recommend vacancy announcement wording that a) applies to a broad based educational background so that potential applicants do not feel they are "ruled out", and b) that indicates a commitment to diversity that goes beyond standard Civil Rights Act statements. 1

Basic statement for the vacancy announcement: 1

Demonstrated skills: 2

Other desirable skills: 2

3. Update on review and recommend language that incorporates expectations regarding professional development in working with diverse audiences and diversity issues into position descriptions and performance appraisal documents and procedures. 2

4. Update on work with Washington State University to determine whether the Cultural Competency “Navigating Difference” Training currently offered by WSU can be developed into an on-line course. Recommend a course of action to WEDA. 2

5. Update on review and recommend training in leading diversity efforts for mid and higher level Extension administrators who make final hiring decisions in the West. 2

Appendix A: Affirmative Search Advocacy Training Proposal 3

WSU Extension Navigating Difference Training 3

Cultural Awareness Module Skill Set 3

Cultural Understanding Module Skill Set 4

Cultural Knowledge Module Skill Set 4

Cultural Interaction Module Skill Set 4

Cultural Sensitivity Module Skill Set 4

OSU Search Advocate Training 4

Proposal 6

Objective One 6

Objective Two 6

Objective Three – Establish, manage, and evaluate a support system for search advocacy trainees 7

Measurable Objectives 7

Estimated Cost of the Pilot Test 8

Financial Commitment from Participating Institutions 8

Appendix B: Vacancy Announcements and Position Descriptions 10

Vacancy Announcements 10

Position Descriptions 10

Appendix C: Performance Appraisal Documentation and Procedures 11

Working with Diverse Audiences and Diversity Issues 11

Extension Leaders 11

Extension Faculty and Staff 11

Extension Audiences 12

Performance Appraisal Documents and Procedures 12

Performance Appraisal Documents 12

Performance Appraisal Procedures 12

Peer Institutions 12

Appendix D: Interim Report to Directors - November, 2009 12

Interim Report Appendix a: Affirmative Search Advocacy Training Proposal 16

Background 16

Objective One 17

Objective Two 18

Objective Three 18

Measurable Objectives 19

Pilot Test Budget 19

Conclusion 19

Interim Report Appendix b: Vacancy Announcements 20

Diversity Statements - Key words/phrases summary 20

Institutional Background - Key words/phrases summary 20

Desirable Candidate Characteristics - Key words/phrases summary 21

Minimum Qualifications – Desirable parameters - Key words/phrases summary 21

Interim Report Appendix c: Performance Appraisal Documentation and Procedures 22

Working with Diverse Audiences and Diversity Issues: 22

Position Descriptions: 22

Performance Appraisal Documents and Procedures: 22

Oregon State University 23

Colorado State University 23

Washington State University 23

North Dakota State University 24

Michigan State University 24

University of California 25

University of Tennessee 25

Cornell University 25

Interim Report Appendix d: WEDA Navigating Difference Distance Delivery Proposal 26

Situation: 26

Inputs: 26

Outputs: 26

Outcomes: 26

Interim Report Appendix e: Cultural Competencies for Washington State University Extension 27

Core Principle: 27

Key Definitions: 27

Diversity: 27

Culture: 27

Cultural competence: 27

Culturally competent programs and services: 27

Cultural Competencies for Extension Professionals 27

References: 29

Charity Buchert, Jan Carroll (co-facilitating), Jim Christenson, Mary Katherine Deen, Dallas Holmes, Linda Manton, Dan McGrath (co-facilitating), Scott Reed, John Winder. Ex officio: Charlotte Eberlein & Lyla Houglum

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WEDA Diversity Catalyst Team (DCT) Report for Directors

April 2010

Executive Summary

WEDA asked the Diversity Catalyst Team to address the following items.

1. Update on review and recommend effective training materials for search committees at WEDA institutions; materials should cover topics such as how and why committees should attend to diversity issues, the management of unconscious bias, complicity, and cultural sensitivity.

Two diversity curricula have been developed in the west that we highly recommend to the Western Extension Directors, the WSU Extension Navigating Difference Cultural Competency training and the OSU Office of Affirmative Action Search Advocacy training.

· We recommend that these curricula be integrated into a unified training program for Extension faculty and staff that can be delivered using blended teaching strategies (face to face instruction, individual asynchronous distance learning, facilitated small group exercises, and synchronous distance interaction between trainees and content providers).

· In order to accomplish this, we need financial commitments from several Extension organizations to purchase of the training program once it is successfully designed and pilot tested. With financial commitments in hand, we propose that the initial costs of development and pilot testing be divided equitably between WSU and OSU Extension.

A proposal is included in this report, as Appendix A.

2. Update on review and recommend vacancy announcement wording that a) applies to a broad based educational background so that potential applicants do not feel they are "ruled out", and b) that indicates a commitment to diversity that goes beyond standard Civil Rights Act statements.

Key words from Utah, Idaho, Colorado, Hawaii, Wyoming, California, Montana, Arizona, New Mexico and Oregon were compiled in five categories: institutional background, minimum qualifications and/or desirable parameters, desirable candidate characteristics, diversity statements, efforts to attract broad based applicant pools, and educational background.

A recommended vacancy announcement with wording that a) applies to a broad based educational background so that potential applicants do not feel they are "ruled out", and b) that indicates a commitment to diversity that goes beyond standard Civil Rights Act statements follows, along with a list of demonstrated skills and other desirable skills that can be used in hiring procedures.

Basic statement for the vacancy announcement: The successful candidate has demonstrated and/or is willing to implement outreach efforts to ensure nondiscrimination in program identification and delivery and will use all reasonable efforts to promote and encourage participation of under-served groups. The candidate will have positive work experience and/or significant familiarity with multi-cultural and a variety of socioeconomic audiences; an interest in working with people from diverse backgrounds, a commitment to the principles of diversity; an understanding of the land-grant mission; and an appreciation for economically and ethnically diverse rural and urban populations.

Demonstrated skills:

· Works well with diverse individuals;

· Shows through a program and work portfolio a commitment to promoting and enhancing diversity;

· Is skilled in understanding different ethnic and socioeconomic audiences;

· Demonstrates commitment to diverse voices in program prioritization, planning, implementation and evaluation;

· Engenders trust and respect among program participants and co-workers.

Other desirable skills:

· Has an experiential knowledge of Hispanic and/or other appropriate ethnic cultures;

· Has the ability to communicate in Spanish (or other appropriate languages)-orally/written.

Additional information on vacancy announcements and position descriptions is included in this report as Appendix B.

3. Update on review and recommend language that incorporates expectations regarding professional development in working with diverse audiences and diversity issues into position descriptions and performance appraisal documents and procedures.

Report: Performance Appraisal Documentation and Procedures is included as Appendix C.

4. Update on work with Washington State University to determine whether the Cultural Competency “Navigating Difference” Training currently offered by WSU can be developed into an on-line course. Recommend a course of action to WEDA.

The Navigating Difference curriculum developed by WSU Extension has combined with OSU’s Search Advocacy Training, and the proposal to WEDA is included in this report as Appendix A.

5. Update on review and recommend training in leading diversity efforts for mid and higher level Extension administrators who make final hiring decisions in the West.

WEDA DCT recommends working with North Carolina State Personal and Organizational Development (POD) Center and Dr. Mitch Owen.

Appendix A: Affirmative Search Advocacy Training Proposal

By Dan McGrath, Oregon State University

· In order to accomplish this, we need financial commitments from several Extension organizations to purchase of the training program once it is successfully designed and pilot tested. With financial commitments in hand, we propose that the initial costs of development and pilot testing be divided equitably between WSU and OSU Extension.

WSU Extension Navigating Difference Training

Navigating Difference is a skill based cultural competency training developed by Washington State University Extension designed to enhance the ability of Extension educators and staff to work with diverse audiences. The overarching goals for the training are to assist participants:

• Become more aware of their own personal and organizational cultures

• Examine how their personal and organizational cultures affect our ability to work across difference in both negative and positive ways

• Build skills to increase competencies as we work with others who are different from us

The Navigating Difference training is designed using key adult education theory and practice that create a safe and welcoming environment for all learners. The training is “hands on”. The training exercises respect and support individual learning styles. Participants’ life experiences are viewed as an important source of knowledge.

Navigating Difference is presented in five training modules. Each module is two to three hours long and currently is delivered in a face to face format. The entire curriculum can be presented over three days. Individual modules can be delivered in half day workshops over a period of several months.

Cultural Awareness Module Skill Set

· Recognize his/her culture(s), including Extension culture.

· Explore personal and cultural values, biases, prejudices and views.

· Identify similarities and differences among cultures.

· Identify ways in which culture shapes beliefs, practices, and values.

Cultural Understanding Module Skill Set

· Understand the developmental nature of cultural competencies.

· Describe issues and concerns which arise when values, beliefs, and practices differ from those of the dominant culture.

· Recognize ways culture affects participation in extension programs and services.

Cultural Knowledge Module Skill Set

· Develop familiarity with specific cultures, especially the ways in which they differ from one’s own.

· Use conceptual and theoretical models for understanding human culture.

· Identify appropriate cultural guides and build productive relationships with them.

Cultural Interaction Module Skill Set

· Recognize factors impacting successful intercultural communication.

· Use concepts and theories of intercultural communication.

· Manage intercultural conflicts effectively.

· Interact productively and seek input and guidance from cultural partners.

· Form new programmatic partnerships across intercultural difference.

Cultural Sensitivity Module Skill Set

· Recognize the impact of privilege, inequality and oppression in daily contexts.

· Identify historical and sociological influences on specific cultural interactions.

WSU Extension has developed and pilot tested a train-the-trainer workshop for Navigating difference and we recommend that this be incorporated into the blended delivery of this curriculum.

OSU Search Advocate Training

The OSU Search Advocate training was developed by the OSU Office of Affirmative Action and Equal Opportunity (Anne Gillies, Jennifer Almquist, Roni Sue, and Angelo Gomez). The training is designed for individuals who plan to serve on faculty and staff search committees. Search Advocates learn to support search committees in avoiding unconscious, unintentional biases in the search process, and bring multiple strategies to advance diversity and affirmative action principles at each stage of the search/selection process.The OSU Search Advocate Training is presented in two modules.

· Part I of the Affirmative Action Search Advocate program introduces the concept of cognitive bias, the potential of unconscious biases to effect the search, and opportunities to promote equity and diversity at each stage of the search process

· Part II of the Affirmative Action Search Advocate program further explores potential biases and opportunities to promote diversity at each stage of the search process.

Each module is three hours long and currently is delivered in a face to face format in either a one or two day format. The curriculum is conveyed by assigned reading, lecture plus dialogue, and a limited number of individual and small group exercises. Search Advocate training was pilot tested in 2008 and offered to several academic units on the OSU campus since then. Lessons learned from two years of experience with search advocates serving on search committees include:

· Recognizing and managing unconscious bias during faculty and staff searches requires significant experience. However, individuals may only serve on two or three search committees per decade. It is difficult for them to accumulate the required experience to become effective in their role as search advocate.

· Search advocates need to be prepared to manage resistance from other committee members. Regardless of the merits of search advocacy, committee members may resist attempts to slow down or further complicate the search process. Committee members may become defensive as they become aware of the unintentional consequences of unconscious behaviors.

· There are institutional barriers to search advocacy that need to be recognized and managed. These institutional barriers are often beyond the scope of responsibility of search advocates to resolve. Institutional commitment to search advocacy is needed.

· The Search advocate training alone is insufficient to prepare an individual to serve as a search advocate. Trainees need ongoing support and mentoring from affirmative action professionals.

· Affirmative action professionals are fully employed. They have limited resources for the recruitment, training, and management of volunteer search advocates.

· At this time there is little institutional reward or recognition for serving on a search committee much less serving as an affirmative action search advocate.

We recommend that the OSU Search Advocate training be integrated into the Navigating Difference Curriculum. As we move forward with the refinement and delivery of these curricula, we need to be mindful of the need for ongoing support and mentoring. We recommend that the establishment and maintenance of a Search Advocacy Community of Practice be part of the development strategy for the integrated curriculum.