In the fall of 2018, the Division formed a Diversity and Inclusion Committee Group to conduct a self-assessment of the Division of Student Affairs and Enrollment Services’ (DSAES) Diversity and Inclusion (D&I) efforts. The committee was created with the following charge:
- Evaluate the division’s current standing with diversity and inclusion through our collective departments and division efforts.
- Conducts a Division Audit Based on the Global Diversity and Inclusion Benchmark Categories, determining DSAES’s current level of action related to each of the benchmarks, and include an Executive Summary and Recommendations.
- Involve staff members to gauge awareness and collect qualitative data to address outstanding needs for the project.
- Specifically, provide recommendations for the future role for the DSAES Diversity and Inclusion Committee.
Nominations were sought from the DSAES Senior Leadership Team. Applications were sought in December 2018, and group members were determined in January 2019. The Committee was originally comprised of thirteen individuals from across the Division. This group has been meeting since January 2019 to conduct an extensive review of the Division using the 2017 Global Diversity & Inclusion Benchmarks (GDIB): Standards for Organizations across the World.
The Global Benchmarks consist of 14 different categories that are organized into four groups (foundation, internal, external, and bridging). Each category is then divided into 5 levels, with the 5th level being the “Best Practice” in Diversity & Inclusion efforts.
For this Self-Assessment, the DSAES Diversity and Inclusion Committee did not review four of the categories. These four categories are areas in which the Division does not have adequate internal control and/or leadership from an institutional context to be able to be measured within the institution. These four are identified in the Benchmark Rating section of this report as being omitted from this self-assessment.
The Working Group utilized the GDIB’s definitions of diversity and inclusion as a basis for this self-assessment.
Diversity: The variety of similarities and differences among people, including but not limited to: gender, gender identity and expression, ethnicity, race, native or indigenous origin, age, generation, sexual orientation, culture, religion, belief system, family status, socio-economic difference, appearance, language and accent, disability, mental health, education, geography, nationality, work style, work experience, job role and function, thinking style, and personality type.
Inclusion: How diversity is leveraged to create a fair, equitable, healthy, and high-performing community in which all individuals are respected, feel engaged and motivated, and their contributions toward meeting organization goals are valued.
According to the 2017 Global Diversity and Inclusion Benchmarks, for each category, the benchmarks are divided into five levels that indicate progress toward the best practices in that category:
LEVEL 5: BEST PRACTICE
Demonstrating current best practices in D&I; exemplary for other organizations globally.
LEVEL 4: PROGRESSIVE
Implementing D&I systemically; showing improved results and outcomes.
LEVEL 3: PROACTIVE
A clear awareness of the value of D&I; starting to implement D&I systemically.
LEVEL 2: REACTIVE
A compliance mindset; actions are taken primarily to comply with relevant laws and social pressures.
LEVEL 1: INACTIVE
No D&I work has begun; diversity and a culture of inclusion are not part of organizational goals.
The group did an in-depth review of association policies, processes, training material for both volunteers and staff, meeting minutes, program goals and evaluations, and communications. Additionally, the group sought out feedback from various groups through the following methods:
- A review of documents from the Division of Student Affairs and Enrollment Services.
- Focus Groups with UH students, DSAES leadership staff members, and front-line and mid-level staff members from the Division.
- A Division-wide survey of the 426 individuals was sent on May 1, 2019. The last of 191 total responses were received May 24, 2019, for a 45% response rate.
- DSAES Department information gathering of the following: policies; training materials and guides; recruitment and personnel processes; marketing and communication examples,
- DSAES Department Self-Assessment questionnaire focusing on Diversity and Inclusion areas of focus.
- DSAES Department Self-Assessment of performance in relation to the ten (10) categories we were evaluating within the Global Diversity & Inclusion Benchmark, which also included narrative responses for their reasoning for their self-assessment level.