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

Academic Affairs Partners Academic in Progress Meeting: Affairs Climate March 2019 & Diversity Committee aacdc.tamu.edu 3/19/2019 1

Academic Affairs Leadership Commitment Established Academic Affairs Climate and Diversity Committee in 2012 to identify and implement division‐wide initiatives. Approved recommendations from numerous reports created by subcommittees composed of staff volunteers; all reports are available on aacdc.tamu.edu Implemented recommendations have resulted in mini‐grant funding, training opportunities and required training, idea contest winners, more TOE awards with higher amounts 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 2

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 our Diversity Plan.

Hiring Review Process Subcommittees Equity Plan ‐ 2013 Hiring Process Review “diverse candidates” “diverse candidates” Do hiring supervisors use techniques to attract/identify “diverse candidates”? • Historically • Historically underrepresented underrepresented Fall 2013 ‐‐ Three subcommittees looked at 2 research questions each • Applicants with skills and • Applicants with skills and Fall 2016 – one subcommittee looked at the experience to work experience to work same research questions and added an successfully with people successfully with people holistic review that scored all elements of the from diverse from diverse hiring process on a Likert scale: did not meet, backgrounds that may backgrounds that may minimally met, average, above average, or exceeded expectations differ from their own differ from their own

Post 2013 Review Interventions • Supervisor meeting attended by 65% of division supervisors in 2014 Division Level • Made report accessible to all division supervisors • HR added reference check question: skills/experience with those from backgrounds not like one’s own University Level • Required training (every 2 years) for supervisors on hiring processes

FY 2013 Review Compared to FY 2016 Review 2016 (September – August) 2013 (March – August) (83* or 88 files – 2 reviewers) Question (29 files – 3 reviewers) *EEO files had some missing data 730 total applicants: 1373 total applicants:  white females (239) Are our applicant • non‐disclosed race/gender (429)  white males (113) • white females (376) pools diverse before  non‐disclosed race/gender • white males (182) (82) interviews begin? • Hispanic females (88)  Hispanic females (66) • Black females (68)  Black females (45) • Asian females (60)  Hispanic males (42) How long are Job Requisitions open? 45% open for 10 days or less 37.5% open for 2 weeks or less

FY 2013 Review Compared to FY 2016 Review 2016 (September – August) 2013 (March – August) Question (83* or 88 files – 2 reviewers) (29 files – 3 reviewers) * EEO files had some missing data Do Job Requisitions use 43% included a skill or language that No ‐‐ EEO experience related to encourages diverse statement only diversity candidates to apply (e.g. looks for diversity skills and experience)? 10 of 29 files 18 of 88 files reviewed, or Do interview questions reviewed, or 34.4%, 20%, had a question address diversity had a question addressing diversity addressing diversity experience or skills?

FY 2013 Review Compared to FY 2016 Review 2016 (September – August) (83* or 88 files – 2 reviewers) 2013 (March – August) Question (29 files – 3 reviewers) *EEO files had some missing data   48.28% (14 of 29) did not 66% (58 of 88) did not   Do hiring matrices 51.72% (15 of 29) identified by 6% (5 of 88) identified by at at least one reviewer as least one reviewer as address diversity addressing diversity addressing diversity experience or skills?   44.83% (13 of 29) identified by 28% (25 of 88) addressed majority of reviewers diversity per both reviewers Do reference check 50% (44 of 88) used the 1 of 29 files, or 3.4%, had a questions address standard HR question and 1 question that addressed diversity experience reviewer noted a non‐standard diversity question in 1 posting or skills?

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

Conclusions 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

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 our 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

Next Steps • 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. 13

Questions? Comments? 14