By 2020, 45 percent of U.S. high school graduates will be non-white. Citing that fact, the American Council on Education says that it’s more important than ever to ensure diversity among admissions representatives. A 2017 blog post highlights the importance of admissions counselors in representing their institutions and in shaping the student body.
The articles says that, similar to other administrative roles, we have work to do to achieve that goal. The authors identified three issues that are limiting diversity in college administration.
Leaky pipelines – Students who graduate with four-year degrees are still predominantly white. This results in lower numbers of qualified minority individuals to fill administrative positions.
Insufficient recruiting – Search committees may not be skilled in recruiting and selecting diverse candidates. Members may not be aware of unconscious biases and strategies for mitigating them.
Lower retention – Even after hiring administrators who bring diversity to the campus, institutions may have difficulty retaining them. This can be especially true in high-turnover positions such as entry-level admissions counselors.
The article proposed some strategies that can help retain all administrators, including administrators of color.
- Offer diversity and/or cultural competency training for all staff
- Emphasize diversity in the recruitment process
- Establishing orientation and mentoring programs for new administrators
- Foster open communication
- Invite administrators to be part of decision-making
- Support administrators’ professional development goals
Building a faculty and administrative staff that reflects our student body is an ongoing challenge for Minnesota State. What effective strategies have you seen?
Dee Anne Bonebright
In 2007, social scientist Scott E. Page generated what seemed like counter-intuitive findings about problem solving. When modeling outcomes for various kinds of groups, he found that random groups almost always did better than groups of the best individual performers.
What was going on? In his book The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies, he explained that a group with a diverse range of viewpoints is typically able to generate the best solutions. These groups include:
- Diverse perspectives
- Diverse interpretations
- Diverse ways of generating solutions
- Diverse ways of understanding cause and effect
Within higher education, we can seek diverse viewpoints through a number of strategies. Admissions, hiring, and appointment policies need to promote a diverse environment for learning and working. Reaching outside of traditional disciplinary silos is essential for solving complex issues.
Page says that leadership in higher education needs to have a fundamental belief in the value of diversity. That belief needs to be acted out in the way we form committees, who we consult with about decisions, and who is at the table when we’re deciding what to do and how to do it.
Google wouldn’t want only freshly minted graduates from MIT and Caltech. People with different training and experiences often add more than people who score better on measuring sticks. . . . All else being equal, we should expect someone different – be their differences in training, experiences, or identity – to be more likely to have the unique experience that leads to the breakthrough.
— Scott E. Page, The Difference
What have you done to generate diversity on your teams and work groups?
Dee Anne Bonebright
Sorry. I just added that title so you’d open this post. Actually, the more experience I have as a leader and the more I hear other people’s stories, the less I think there are any easy answers for work-life balance.
A popular post from Inside Higher Ed, titled “It’s 4:30 in the morning, do you know where your work-life balance is?” recounts the daily experiences of a wife, mother, and tenure-track faculty member. She says that her life can be crazy, and while she hasn’t found balance, she has found fulfillment in both home and career.
On the other hand, this report in the Wall Street Journal, written about a year after the death of her husband, explains how “Facebook’s Sheryl Sandberg rethinks part of ‘lean in’.” Raising two teens by herself, and dealing with grief in public, have given her a new view of work and life. As she says, it’s really hard. Sometimes things change and Option A is no longer available. So what will you do with Option B?
If you are a faculty member of color, or a female in a male-dominated field, things get even more challenging. An article from Inside Higher Ed describes the stress and frustration that may result from being the only minority in a predominantly white institution. The author gives some suggestions for dealing with this stress. While they won’t promote work-life balance in a few easy steps, they are good advice for anyone:
- Find some mentors
- Work efficiently and manage time well
- Find and use wellness resources
- Separate work time and personal time
- Build your professional brand and credentials
As leaders, there is no single policy or procedure we can enact that will ensure work-life balance for ourselves and our team members. Maybe that’s not even the right goal. The common theme to these stories is about figuring how to thrive wherever our live and career journeys take us.
Dee Anne Bonebright
William Bridges’ Managing Transitions is a leadership classic. Todd talked about the highlights in this post from a couple of years ago. As you may recall, Bridges proposed that every transition has three stages, each of which requires particular leadership actions.
- Ending, losing, and letting go
- Neutral zone
- New beginning
The Change Factory group created a useful set of checklists for leaders at each stage. It includes questions such as:
- Am I giving people accurate information, again and again?
- Have I said thank you to everyone who contributed in the past?
- Have I made sure that realistic feedback is flowing upward?
- Am I pushing for certainty where it would be more realistic to live a little longer with uncertainty?
- Am I being careful not to introduce extra, unrelated changes?
As you can see, these questions require some thought and reflection. When we’re in the middle of major change (which might feel like most of the time), it can be hard to take the time to reflect and plan. The checklists can provide useful reminders. For those who want extra discipline, they are a great starting point for writing in a leadership journal.
Think of a major transition you’re experiencing. Which stage do you think you’re in? Is there a question from the checklist that was particularly useful?
Dee Anne Bonebright
Since I work in the Wells Fargo Place building, I’ve been interested in their recent ethical problems. A business professor from Wharton recently published an article about the issue. He looked at similar violations in the finance industry, as well as the Volkswagen scandal, and concluded that actions by leadership can normalize what would otherwise be seen as dishonest.
For example, it appears that over 5,300 employees at Wells Fargo were involved in creating unauthorized accounts and charging unauthorized fees against them. Equally troubling, the HR unit had a plan for firing employees who reported the unethical behavior. And because of the widespread misbehavior, authorities are now having a hard time holding people accountable.
We in higher education are not responsible for people’s finances, but as leaders we make decisions that impact hiring, work roles, and many aspects of the campus climate. We can normalize decisions that are ethical, civil, and respectful to everyone. Over the past year I’ve been learning a lot about unconscious bias in hiring and employment, and how some things we consider “normal” are putting some people at a disadvantage without our realizing it. I need to examine my leadership decisions to be sure they support the climate we want to create.
What kind of decisions do you make in your leadership role? How can you be sure they are promoting ethical behavior in others?
Dee Anne Bonebright
A leader at one of our schools remarked that when done right, performance reviews can be energizing and uplifting but when done wrong they are demoralizing. It appears that the latter is what is happening in most organizations. David Ulrich, the Rensis Likert Professor of Business at the University of Michigan and the “Godfather of HR” just published an article in the latest issue of Talent Quarterly titled “Resolving the Performance Management Paradox.” He cites that 90% of HR professionals are unhappy with their review system, only 14% of CEOs believe that the review system is working and only 8% of HR executives believe that performance management makes a contribution to the success of the organization. Yet, he also cites a long history of studies that clearly indicate that accountability makes a difference. In fact one study identified that just the presence of a performance review system is the greatest predictor of success for hospitals. What can a leader do?
Ulrich recommends that regardless of the process or forms used, leaders embrace conversations: conversations focused on what he calls “positive accountability,” conversations emphasizing learning and improvement opportunities rather than evaluating what went wrong, and conversations primarily focused on the future rather than the past. He suggests that leaders look for opportunities to engage in “real time” conversations that are ongoing and revolve around work events (projects, semester start or finish, work cycle periods, annual milestones, etc.) Leaders should focus on asking questions to discover how employees can sustain success and prepare for the future and help their people look forward to apply what they have learned and address new opportunities or challenges that arise.
A simple conversational model for leaders to use with their performance review process includes the following three steps:
- Know Yourself – ask about and discuss each person’s strengths, weaknesses, passions and interests.
- Action for Growth – ideas and concrete action to leverage individual strengths and interests to support success and on-going development.
- My Value – dialogue focused on the value that each employee provides to the work unit, institution, students, stakeholders or overall organization.
By focusing less on the process and more on the conversation we can make performance reviews a more uplifting experience.
Posted in Accountability, build organizational talent, communication, higher education, Motivation, performance management, talent management
Tagged accountability, asking questions, assessments, career development, communication, engagement, evaluation, feedback, leadership development, paradox, self reflection, talent management
In many ways, the first week of employment is one of the most critical times for building organizational talent. That’s when you provide an orientation to the new employee’s role, the institution, and the wider context of the work.
An effective onboarding program carries on throughout the first year, Research has shown that onboarding heightens a new employee’s confidence, increases understanding of their role and expectations, and helps them integrate into social networks.
The Society for Human Resource Management suggests that an onboarding program needs to focus on four key areas:
- Compliance: the basic legal and policy requirements of their role.
- Clarification: the roles and expectations for the new positions.
- Culture: introduction to formal and informal organizational norms
- Connection: integrating new employees into the work group.
At Minnesota State, we have an orientation and onboarding toolkit with tips and suggestions for each of the four Cs. You can view it through the Office 365 SharePoint site. Whether or not you’re part of Minnesota State, check out the article below for a useful overview.
Which of the four Cs have you been focusing on? We’d love to hear some of your tips and suggestions for effective onboarding.
Dee Anne Bonebright
Adapted from: Bauer, Tayla N. (2010). Onboarding New Employees: Maximizing Success. Society for Human Resource Management (SHRM).