Academic Affairs Partners Academic in Progress Meeting: Affairs - - PowerPoint PPT Presentation

3/19/2019

Academic Affairs Climate & Diversity Committee

Academic Affairs Partners in Progress Meeting: March 2019

1

aacdc.tamu.edu

2

Academic Affairs Leadership Commitment

Established Academic Affairs Climate and Diversity Committee in 2012 to identify and implement division‐wide initiatives. Implemented recommendations have resulted in mini‐grant funding, training

• pportunities and required training, idea contest winners, more TOE awards

with higher amounts Approved recommendations from numerous reports created by subcommittees composed of staff volunteers; all reports are available on aacdc.tamu.edu New requirements established for all division hiring processes based on results of 2013 and 2016 hiring process reviews; supervisors need to start making revisions now; mandatory participation by Sept. 1, 2019

Why are we discussing hiring processes in these Partners in Progress programs?

Provost Fierke and her leadership team have determined that division hiring processes will include diversity/inclusion language consistently throughout our hiring processes because

• Doing so attracts diverse candidates and those with skills /

experience to engage successfully with those not like

• themselves. Such candidates share our values and can

contribute to our diversity efforts.

• As a state agency, we serve the people of Texas, who are

broadly diverse, and it serves our clientele if our staff have skills that reflect this.

• These actions support TAMU’s Vision 2020 Imperative 6 and
• ur Diversity Plan.

Equity Plan ‐ 2013 Hiring Process Review

Do hiring supervisors use techniques to attract/identify “diverse candidates”?

“diverse candidates”

• Historically

underrepresented

• Applicants with skills and

experience to work successfully with people from diverse backgrounds that may differ from their own “diverse candidates”

• Historically

underrepresented

• Applicants with skills and

experience to work successfully with people from diverse backgrounds that may differ from their own

Fall 2013 ‐‐ Three subcommittees looked at 2 research questions each Fall 2016 – one subcommittee looked at the same research questions and added an holistic review that scored all elements of the hiring process on a Likert scale: did not meet, minimally met, average, above average, or exceeded expectations

Hiring Review Process Subcommittees

Post 2013 Review Interventions

• Supervisor meeting attended by

65% of division supervisors in 2014

• Made report accessible to all

division supervisors

Division Level

• HR added reference check question:

skills/experience with those from backgrounds not like one’s own

• Required training (every 2 years) for

supervisors on hiring processes

University Level

FY 2013 Review Compared to FY 2016 Review

Question

2013 (March – August) (29 files – 3 reviewers)

2016 (September – August) (83* or 88 files – 2 reviewers) *EEO files had some missing data

Are our applicant pools diverse before interviews begin? How long are Job Requisitions open?

730 total applicants:  white females (239)  white males (113)  non‐disclosed race/gender (82)  Hispanic females (66)  Black females (45)  Hispanic males (42) 1373 total applicants:

• non‐disclosed race/gender (429)
• white females (376)
• white males (182)
• Hispanic females (88)
• Black females (68)
• Asian females (60)

45% open for 10 days or less 37.5% open for 2 weeks or less

Question

2013 (March – August) (29 files – 3 reviewers)

2016 (September – August) (83* or 88 files – 2 reviewers) *EEO files had some missing data

Do Job Requisitions use language that encourages diverse candidates to apply (e.g. looks for diversity skills and experience)? Do interview questions address diversity experience or skills? 43% included a skill or experience related to diversity No ‐‐ EEO statement only

10 of 29 files reviewed, or 34.4%, had a question addressing diversity 18 of 88 files reviewed, or 20%, had a question addressing diversity

FY 2013 Review Compared to FY 2016 Review

FY 2013 Review Compared to FY 2016 Review

Question

2013 (March – August) (29 files – 3 reviewers) 2016 (September – August) (83* or 88 files – 2 reviewers) *EEO files had some missing data

Do hiring matrices address diversity experience or skills? Do reference check questions address diversity experience

• r skills?

 48.28% (14 of 29) did not  51.72% (15 of 29) identified by at least one reviewer as addressing diversity  44.83% (13 of 29) identified by majority of reviewers  66% (58 of 88) did not  6% (5 of 88) identified by at least one reviewer as addressing diversity  28% (25 of 88) addressed diversity per both reviewers

1 of 29 files, or 3.4%, had a question that addressed diversity 50% (44 of 88) used the standard HR question and 1 reviewer noted a non‐standard question in 1 posting

Conclusions

Improvements

• Language added to Job Requisitions
• Length of time Job Requisitions posted
• Reference check questions
• 25% were above average or outstanding in seeking diversity

skills/experience

Challenges

• 54% did not meet or minimally met expectations in seeking

candidates with skills/experience engaging those not like themselves

• Growing number nondisclosed in applicant pools

Beginning & End of Process

• Suggests items in Job Requisition aren’t really

important

• At reference check point – decisions made (?)

Middle of Process

• Hiring matrix: 71% did not embed diversity elements
• Interview questions: 75% did not ask

Conclusions

Resulting Leadership Decisions

Position Descriptions should be revised to identify and articulate the job‐related diversity skills required by each position Infuse Job Requisition and all other aspects of the hiring process with components in order to

• attract candidates with skills and experience to engage

successfully with those not like themselves

• identify individuals who share our values and can contribute to
• ur diversity efforts

Other Recommendations

For hires who may not have desired diversity skills, but who have other highly needed skills, identify training plans to resolve deficiencies, as with any other job skill Use Job Requisition supplemental questions to discern applicant interest in and/or experience working with people from diverse backgrounds

13

• Spring/Summer sessions will be conducted

by AABS/REBS to review hiring process components and how colleagues in Academic Affairs are incorporating diversity skills and experience into their processes

• Sept. 1, 2019 – diversity components

required in job requisitions.

Next Steps

14

Questions? Comments?