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>> CHAIR D. FLORES: GOOD MORNING, EVERYONE.
THE MEETING OF THE BOARD OF TRUSTEES AUTHORIZED IN IN ACCORDANCE WITH THE 551.46.
VERIFICATION OF MEETING AND AGENDA ARE THE FOCUS ON THE CHANCELLOR.
GOVERNMENT CODE THIS MEETING IS
[1. Certification of Notice Posted for the Meeting]
BEING BROADCAST BY TEXAS GOVERNMENT CODE 551.128.CHANCELLOR HOPEFULLY THE NOTICE OF THE MEETING.
>> NOTICE WAS POSTED BY TEXAS GOVERNMENT CODE 551.054.
>> CHAIR D. FLORES: I DON'T KNOW ABOUT YOU ALL.
I'M EXCITING THE BOARD IS GOING TO EMBARK ON A FORMAL PROCESS TO DELIBERATE ON DIVERSITY TO HOPEFULLY GET TO THE GOAL WE ALL WANT, WHICH IS A MORE EQUITABLE
[A. Exploring the Dimensions of Diversity and Inclusion Presenters: Beth Gerwe, Deloitte and Scott Friedman, Deloitte]
OF OUR STUDENT.WITH THAT I TURN IT OVER TO THE PRESENTATION ON THE DIVERSITY AND INCLUSION, LED BY BETH GERWE AND SCOTT FRIEDMAN, BOTH FROM DELOITTE.
>> B. GERWE: WE'RE GOING TO BE EXPLORING THE IMPACT OF DIVERSITY AND INCLUSION, THE CHANGE IN WORK IN LEARNING ENVIRONMENT.
OUR PRESENTERS FROM DELOITTE WILL PROVIDE THE OVERVIEW OF THE EVOLUTION OF THE ISSUES WITH TIME FOR DISCUSSION.
WE'LL FOLLOW THE PRESENTATION, [INDISCERNIBLE] NEEDS OF STUDENTS AND STAFF THAT WILL BE THE BACKGROUND FOR A VERY BRIEF PLANNING SESSION.
THE PURPOSE OF THAT COMPRESSION PLANNING SESSION IS TO GATHER YOUR INITIAL THOUGHTS AND EXPECTATION ON OUR APPROACH TO ADDRESSING DIVERSITY AND INCLUSION FOR THE HIGHER EDUCATION NETWORK. THROUGH THE DALLAS COUNTY COMMUNITY COLLEGE DISTRICT THERE ARE INITIATIVES, FROM MINORITY INITIATIVES, UNDER SUSTAINABILITY AND PROFESSIONAL DEVELOPMENT ACTIVITIES AMONG OTHERS.
ADDRESSING PART OF AN EXTREMELY COMPLEX ISSUE.
THE INTENT TODAY IS TO PROVIDE A FRAMEWORK FOR CONTINUED DISCUSSION AND DEVEL DEVELOPMENT OF A STRATEGIC PLAN WITH AN END GOAL OF CREATING AN ENVIRONMENT FOR STAFF AND STUDENT TO WELCOMES THE RICHNESS AND COMPLEXITY OF IDENTITY AND EXPERIENCE.
IT'S A PRIVILEGE TO INTRODUCE OUR PRESENTERS.
THEY WILL PREVENT ON THE TOPIC OF HE EVOLUTION AND INCLUSION OF THE LEARNING AND WORK ENVIRONMENT.
PLEASE WELCOME BETH GERWE AND SCOTT FRIEDMAN.
>> S. FRIEDMAN: THANK YOU SO MUCH FOR HAVING US.
MY NAME IS SCOTT FRIEDMAN, A PRINCIPAL O OUT F THE DELOITTE OFFICE.
STRATEGY AND OPERATIONS LEADER WITHIN DELOITTE CONSULTING.
I'M A LAWYER BY TRAINING AND THEN CTUALLY MO MOVED BACK TO PHILADELPHIA WHERE I CLERKED FOR THREE YEARS, FOLLOWING THAT I WENT TO BUSINESS SCHOOL AND BECAME A CONSULTANT.
I HAVE BEEN CONSULTING EXCLUSIVELY WITH HIGHER ED FOR 15 YEARS, I WORKED WITH MORE 125 DIFFERENT COLLEGES AND UNIV UNIVERSITIES, MOSTLY IN THE UNITED STATES, CANADA, SOUTH AFRICA AND CHILE.
INCLUDED HAS BEEN ONE PROJECT AT DCCCD FOCUSING ON HELPING THE INSTITUTION BUILD OUT A ROADMAP TO CONTEMPLATE AND BEGIN DELIVERY OF THIS.
JUST A LITTLE BIT ABOUT OUR FIRM.
DELOITTE HAS MORE THAN [INDISCERNIBLE] WE HAVE 113 DIFFERENT OFFICES IN THE U.S.
IN 94 CITIES AND INCLUDES THREE IN THE DALLAS, FORT WORTH METRO AREA.
DELOITTE HAS A SIGNIFICANT COMMITMENT TO NORTH TEXAS.
YOU CAN SEE DIFFERENT ACCOLADES AND EXPERIENCES WE HAVE ON HE BOARD.
WE'RE THE RECIPIENT OF INUNIVERSITY OF TEXAS CORPORATE DIVERSITY AWARD IN 2017.
THIS PAST MONTH WE WERE AWORDED A CORPORATE DIVERSITY FIRST AWARD.
WE PRINTED IN FAIR WAY TO SUCCESS SCHOLARSHIP AND MENTOR PROGRAM OF WHICH BETH IS ACTUALLY A FOUNDING MEMBER.
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THROUGH WHICH WE PROVIDE, ALREADY PROVIDED OVER A MILLION IN SCHOLARSHIP TO HELP STUDENTS BECOME MORE COLLEGE READY.AND ALSO PARTICIPATE IN THE CITY YEAR DALLAS PROGRAM.
WE HAVE SIGNIFICANT EXPERIENCE IN DIVERSITY, INCLUSION TYPE OF INITIATIVES ACROSS NORTH TEXAS.
>> PRESENTER: WE HAVE ABOUT -- I DON'T KNOW EXACTLY THE NUMBERS.
I HAVE THAT FURTHER HERE IN MY PRESENTATION.
ABOUT TWO-THIRDS OF THE HIRES ARE WOMEN OR MAJORITY.
OUR BOARDS ABOUT 50% ARE PRESENTATION OF WOMEN AND MINORITY.
WE HAVE A LOT OF DIVERSITY THROUGHOUT DELOITTE, I HAVE THE EX EXACT NUMBERS OF WHAT OUR POPULATION IS.
>> S. FRIEDMAN: WE CAN GET YOU THE DATA AFTER THE MEETING.
WE'RE THE FIRST OF THE BIG FOUR TO HAVE A FAMILY AND MAJORITY CEO AND CHAIRMAN.
WE'RE THE FIRST CONSULTING FIRM TO ELECT A FEMALE CEO.
TWO-THIRDS OF OUR NEW HIRES ARE WOMEN AND/OR MINORITIES AND 50% OF THE PARTNERS HAVE BEEN, AT LEAST 50% OTHERWISE FOUR YEARS I HAVE WOMEN OR MAJORITIES.
>> FOR MYSELF, I THINK IT WOULD BE HELPFUL, TO HAVE THOSE KINDS OF STATS FOR US, AVAILABLE WHEN WE'RE LOOKING AT THIS ISSUE.
[INDISCERNIBLE] FOR OUR INSTITUTION.
>> S. FRIEDMAN: WE'LL MAKE SURE TO PROVIDE THAT AFTER THE MEETING.
JUST A BRIEF SECOND ABOUT OUR HIGHER EDUCATION PRACTICE.
WE SERVED ABOUT 220 DIFFERENT HIGHER EDUCATION CLIENTS.
WE HAVE ACTUALLY BEEN OPERATING IN HIGHER EDUCATION SINCE 1920 WHEN WE DID THE AUDIT FOR PRINCETON UNIVERSITY.
SORT OF FOCUSING FOUR PRIMARY ARENAS, WHAT WE CALL STUDENT LIFE CYCLE MANAGEMENT AND STUDENT EXPERIENCE.
THAT HELPING INSTITUTIONS IDENTIFY OPPORTUNITIES TO IMPROVE THE WAY THE INSTITUTION DEALS WITH STUDENT TO IMPROVE RETENTION ND GRADUATION AND ALSO CLOSE THE ATTAINMENT GAP FOR UNDERREPRESENTED MINORITY.
DIGITAL AND TECHNOLOGY INFORMATION, INCLUDING SYSTEM IMPLEMENTATION, ESPECIALLY IN THE CURRENT ENVIRONMENT INSTITUTIONS LOOKING TO MOVE TO THE CLOUD.
AND THEN ON THE BOTTOM RIGHT, MOST RELEVANT TO WHAT WE'LL DISCUSS TODAY HELPING INSTITUTIONS THINK MORE AGGRESSIVELY, TALENT AND LEADERSHIP, INCLUDING TALENT AND CULTURE, HUMAN RESOURCES STRATEGY AND REDESIGN, AND TRANSFORMATIONS IN CHANGE AND CULTURE.
THAT GIVES YOU A BACKGROUND OF WHO I AM.
I'M GOING TO TURN IT OVER TO BETH GERWE, WHO LEADS THE DIVERSITY AND INCLUSION INITIATIVES TO TALK ABOUT HERSELF AND THE WORK WE O.
>> B. GERWE: THANK YOU, SCOTT.
SO FIRST OF ALL, IT'S A PLEASURE TO BE HERE WITH YOU TODAY.
I PREPARED FOR THIS DISCUSSION, I HAVE BEEN LOOKING FORWARD TO THIS DISCUSSION.
VERY EXCITED ABOUT IT. THE WORK YOU DO IN OUR COMMUNITY IS SO IMPORTANT.
I AM FROM THE DALLAS AREA, I AM BETH GERWE, A MANAGING DIRECTOR OF E. AND R. TAX ORGANIZATION.
I HAVE BEEN WITH DELOITTE FOR 22 YEARS, THIS YEAR.
I HAVE THE PLEASURE IN ADDITION TO MY DAY JOB TO ALSO LEAD INCLUSION FOR OUR NORTH TEXAS MARKET PLACE.
YOU WILL SEE I STARTED MY AREER AS AN INDUSTRIAL ENGINEER.
I EARNED MY BACHELOR AT THE UNIVERSITY OF OKLAHOMA.
IF YOU KNOW MUCH ABOUT THE ENGINEERING PROFESSION THAT'S WHERE THE PEOPLE NEED THE WORK.
THE PEOPLE PART CAME IN EARLY IN MY CAREER.
I HAVE MY MASTERS IN ORGANIZATIONAL BEHAVIOR.
AND I EARNED THAT AT THE UNIVERSITY OF TEXAS AT DALLAS HERE IN THE DALLAS AREA.
I ALSO AM CERTIFIED AS A SENIOR PROFESSIONAL MENTOR.
IT GIVES YOU SOME SENSE OF THE BACKGROUND THAT I HAVE WHERE I
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HAVE BEEN ABLE TO FOCUS ON THE PEOPLE SIDE OF THE BUSINESS.I SPENT THE BULK OF MY CAREER AT DELOITTE IN OUR HUMAN CAPITAL CONSULTING, CONSULTING WITH CLIENTS.
THAT IS A TYPICAL NORMAL INTRODUCTION, RIGHT? IF WE TALK ABOUT INCLUSION, DIVERSITY AND INCLUSION PART OF WHAT WE WANT TO DO IS MAKE CONNECTIONS.
WHAT IF I INTRODUCE MYSELF IN A MORE AUTHENTIC WAY, YOU CAN SEE I'M A DOG LOVER.
THAT IS MY DOG HERSHY AND I HAVE A DOG NAME NUGGET.
I LIVE IN FARMERS BRANCH AND I MOVED THERE IN, IN FACT I'M ACROSS FROM THE BROOKHAVEN COLLEGE CAMPUS.
IN FARMERS BRANCH WE BOUGHT AN OLDER HOME AND WE RENOVATED IT.
IF YOU HAVE GONE THROUGH RENOVATION, YOU KNOW THE STRESS THAT GOES ALONG WITH THAT.
I HAVE A SON WHO IS A FRESHMAN AT COLLEGE THIS YEAR.
SO I'M AN EMPTY NESTER FOR THE FIRST TIME.
AND ALL THE STRESS AND ANXIETY OF SENDING YOUR CHILD OFF TO COLLEGE, I'M SURVIVING.
HE'S IN AUSTIN AT THE BUSINESS SCHOOL.
THROUGHOUT HIS HIGH SCHOOL CAREER, IN FACT I STILL SERVE ON THE BOARD OF HIS HIGH SCHOOL.
I'M ABLE TO DO A LITTLE BIT OF WORK ON A BOARD AROUND THE AREA OF EDUCATION.
I HAVE TONS OF RESPECT FOR WHAT YOU DO HERE.
AT HIS HIGH SCHOOL CAREER, I WAS A SPORTS FAN.
YOU CAN HAVE SYMPATHY FOR ME BECAUSE I AM A AINT'S FAN.
AND WE ALL KNOW HOW THAT WENT THIS YEAR.
I AM AN AVID GOLFER AND HAPPY TO REPORT I GOT AN EAGLE OVER THE WEEKEND,, ON A PAR FIVE.
LET ME PAUSE, YOU GET THE IDEA? WERE YOU ABLE TO MAKE DIFFERENT CONNECTIONS WITH ME BASED ON THAT SECOND INTRODUCTION THAT MAYBE MORE AUTHENTIC? WERE YOU ABLE TO CONNECT DIFFERENTLY? AND THAT'S PART OF WHAT WE MEAN ABOUT CREATING AN ENVIRONMENT WHERE PEOPLE CAN BRING THEIR AUTHENTIC SELFS, AND YOU CAN SHARE AND FIND MORE CONNECTIONS, SO THEY CAN FIND CONNECTION TO THEIR PEERS, CUSTOMERS AND ENVIRONMENT THAT WE'RE IN.
I WANTED TO DO THAT TO SET THE STAGE ABOUT INCLUSION AND BRINGING AUTHENTICITY AND CREATING THAT ENVIRONMENT WHERE YOU CAN DO SO.
SO LET ME TALK A LITTLE BIT, AND SCOTT DID A GREAT INTRODUCTION, OF OUR JOURNEY AT DELOITTE.
AND I WANTED TO SET THE STAGE AND THANK YOU FOR YOUR QUESTION.
WE HAVE HAD A LOT OF EXPERIENCE.
I THINK THERE IS SO MUCH THAT EACH OF US BRINGS TO THE ABLE TO SHARE.
EACH ORGANIZATION CAN SHARE IN THIS AREA OF INCLUSION.
WE EACH HAVE DIFFERENT PERSONAL JOURNEYS, ORGANIZATIONAL JOURNEYS.
WE ALSO HAVE SO MUCH TO LEARN.
THE ENVIRONMENT CONTINUES TO CHANGE.
AND CERTAINLY THAT'S BEEN WHAT WE FOUND ABOUT DELOITTE.
SCOTT MENTIONED, WE ACTUALLY STARTED THIS BACK IN THE EARLY TO MID-90'S WITH THE WOMEN'S INITIATIVE.
WHAT WE HAVE FOUND WAS THAT WOMEN WERE LEAVING AT A RATE THAT IS HIGHER THAN MEN WERE LEAVING OUR ORGANIZATION.
AND OUR LEADERS DIDN'T STOP THERE AND SAY, WELL THEY ARE ON THE MONO TRIBE OR HAVING A FAMILY.
THEY SCRATCHED BELOW THE SURFACE AND TRIED TO UNDERSTAND WHAT HAPPENS, MAYBE A WOMAN DID LEAVE TO HAVE A CHILD, WHAT HAPPENS AFTER THAT? AND WHAT WE FOUND IS THOSE WOMEN WERE REENTERING THE WORKFORCE, JUST NOT WITH US.
THEY WERE REENTERING N AS OR MORE DEMANDING POSITIONS BUT NOT WITH US, WHY WAS THAT? WE NEEDED TO TAKE A STEP BACK AND LOOK.
OUR WOMEN'S INITIATIVE WAS BORN AT THAT TIME.
AND THAT WAS THE GENESIS AND BOTH OF OUR JOURNEY ON INCLUSION.
SO THAT WAS OVER 25 YEARS AGO.
AND AS YOU CAN SEE, AND SCOTT DID A GREAT JOB OF OUTLINING KIND OF OUR FIRSTS.
WE HAVE HAD THE FIRST WOMAN CHAIR OF THE BIG FOUR.
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THE FIRST MINORITY CEO OF THE BIG FOUR.FIRST MINORITY CHAIR OF THE BIG FOUR.
THE FIRST WOMAN CEO OF A LARGE CONSULTING FIRM.
AND CURRENTLY TODAY WE HAVE THE FIRST WOMAN CEO OF A BIG FOUR PROFESSIONAL SERVICES FIRM.
BUT WHAT ELSE? WE MENTIONED TWO TWO-THIRDS OF OUR NEW HIRES, 50% OF OUR MANAGING DIRECTORS, THE UPPER LEADERSHIP.
50%, OVER 50% FOR THE LAST FOUR YEARS HAVE BEEN WOMEN OR MINORITIES.
OUR PEOPLE TELL US THROUGH OUR TALENT SURVEY, THE INCLUSIVE ENVIRONMENT TWO OF THE TOP FOUR QUESTIONS ARE AROUND OUR INCLUSIVE ENVIRONMENT.
IN THE CENTER OU WILL SEE SOME OF THE MORE INNOVATIVE PROGRAMS WE HAVE PUT IN PLACE.
OUR FAMILY OR PAID-FAMILY LEAVE, 16-WEEKS OF PAID-FAMILY LEAVE.
THAT IS FANTASTIC OR A NEW PARENT.
A MAN OR WOMAN CAN TAKE ADVANTAGE.
WHAT ABOUT THE INDIVIDUAL WHO NEEDS TO TAKE CARE OF AN AGING PARENT? THAT WAS INCLUDED, OR AN ILL CHILD.
I HAVE A FRIEND OF MINE WHO UNFORTUNATELY LOST HIS WIFE AND HE IS SO THANKFUL FOR THIS BENEFIT THAT DELOITTE PROVIDED BECAUSE HE WAS ABLE TO SPEND AND DEVOTE ALL OF HIS ENERGY DURING HIS WIFE'S LAST EW WEEKS.
IT WAS A BENEFIT THAT COVERS EVERYONE.
IN THE CENTER WE DO A LOT OF AROUND SUPPORT FOR THE LGBTQ COMMUNITY.
WHEN THE MARRIAGE EQUALITY ACT WAS PASSED WE CHANGED THE GREEN DOT TO A RAINBOW DOT.
ON THE EQUITY INDEX WE FOR THE LAST 12 YEARS HAVE RECEIVED 100% SCORE ON THAT.
SO THOSE ARE ALL THINGS THAT ARE DEMONSTRATING THAT TO OUR PRACTITIONERS THAT WE'RE REALLY LIVING OUT WHAT WE MEAN BY INCLUSION.
WHERE YOU SEE THE LOGO FOR DELOITTE HAD THAT A GREEN DOT.
>> S. FRIEDMAN: THAT IS OUR LOGO, SYMBOL.
>> B. GERWE: ON THE LOGO, WE CHANGED THE LOGO TO A RAINBOW FOR THAT PARTICULAR DAY.
THAT WAS A VERY SIGNIFICANT DEMONSTRATION OF OUR SUPPORT FOR THAT COMMUNITY AT THE TIME.
THE BOTTOM IS OUR CORE PROGRAM, WHICH IS FOCUSED AROUND CAREER OPPORTUNITY REDEFINITION AND EXPLORATION IS WHAT THAT STANDS FOR.
THAT IS A VETERANS' FOCUS PROGRAM WHERE WE HELP THOSE MOVING FROM THE SERVICES ORGANIZATION, ARMED SERVICES INTO CIVILIAN LIFE AND DEAL WITH THAT TRANSITION.
I'M HAPPY TO REPORT THOSE TWO WHO ATTEND, THERE IS 96% OF THEM GET EMPLOYMENT.
YOU CAN SEE THE ACCOLADES WE HAVE HAD.
I WANT TO LAY THE GROUND WORK THAT WE HAVE BEEN AT THIS FOR A LONG TIME.
WE CERTAINLY HAVE LEARNED A LOT.
AND THAT'S WHAT I WANT TO SHARE IS SOME OF LEARNING AND RESEARCH WE HAVE DONE AND HOW THAT'S APPLIED.
HOW WE HAVE APPLIED THAT AND HOW THAT HAS SHIFTED OUR THINKING AROUND DIVERSITY AND INCLUSION.
WHY VEN DO THIS? AND I REFERENCED AT THE BOTTOM HERE, YOU CAN FIND THESE MATERIALS ON DELOITTE.COM IF YOU TYPE IN THE INCLUSION, AND I WILL REMIND YOU OF THAT AT THE END.
THE SOURCE FOR THIS IS THE DIVERSITY AND INCLUSION, EIGHT POWERFUL TRUTHS.
I'LL GIVE YOU THE OTHER FIVE QUICKLY.
BUT I WANT TO FOCUS ON THESE THREE.
AS YOU CAN THINK ABOUT WHY IS IT EVEN IMPORTANT? IF YOU THINK ABOUT THE ENVIRONMENT IN WHICH ORGANIZATIONS OPERATE TODAY, INNOVATION IS SO VERY IMPORTANT.
AND DIVERSITY OF THINKING REALLY IS THE NEW FRONTIER.
NOT ONLY FROM A DEMOGRAPHIC PERSPECTIVE BUT FROM A COGNITIVE PERSPECTIVE.
HOW DO WEHINK DIFFERENTLY AND BRING THAT DIFFERENT PERSPECTIVE TO THE TABLE?
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AND WHAT WE FOUND THROUGH OUR RESEARCH IS THAT FOR THOSE INCLUSIVE ENVIRONMENTS THAT INNOVATION ACTUALLY INCREASES BY 20%.AND RISK DECREASES BY 30% BECAUSE YOU HAVE THAT DIVERSE THINKING.
WHY IS THAT? BECAUSE CURIOSITY RISES.
IF YOU HAVE DIFFERENT POINTS OF VIEW AROUND THE TABLE YOU ARE LOOKING AT A PROBLEM THROUGH THE DIFFERENT PERSPECTIVES AND THE CURIOSITY LEVEL TENDS TO RISE FOR THE ENTIRE GROUP.
IN THE CENTER, THE SECOND POWERFUL TRUTH IS DIVERSITY WITHOUT INCLUSION IS JUST SIMPLY NOT ENOUGH.
AND I'LL TALK A LOT ABOUT THE NEED FOR BOTH.
IT'S REALLY IMPORTANT TO HAVE NOT JUST DIVERSITY, BUT ALSO INCLUSION.
AND HAT WE HAVE FOUND IS THAT ORGANIZATIONS WITH AN INCLUSIVE CULTURE ARE TWICE AS LIKELY TO MEET THEIR FINANCIAL TARGETS.
THREE TIMES AS IKELY TO BE HIGH-PERFORMING, SIX TIMES AS LIKELY TO BE MORE INNOVATIVE AND THAT GOES BACK O THE DIVERSE THINKING.
AND EIGHT TIMES AS LIKELY TO ACHIEVE THEIR BUSINESS.
THAT'S POWERFUL TRUTH NUMBER TWO.
THREE IS INCLUSIVE LEADERS CAST A LONG SHADOW.
AND YOU WILL HEAR ME ALK AS WE GO THROUGHOUT THE IMPORTANCE OF LEADERSHIP.
AND WHEN YOU THINK ABOUT LEADERSHIP AND WHAT OUR RESEARCH SHOWED IS THAT THERE IS A 70 POINT DIFFERENCE IN THE REACTION FROM PEOPLE WHEN THEY FEEL LIKE THEY HAVE BEEN AROUND AN INCLUSIVE LEADER.
THEY FEEL THEIR XPERIENCE OF FAIRNESS IS RAISED.
THEY FEEL THEIR VALUE IS RAISED.
THEY FEEL THE SENSE OF BELONGING IS RAISED.
AND FROM A TEAM-PERFORMANCE, 17% HIGHER TEAM PERFORMANCE.
20% DECISION QUALITY HIGHER IN 29% IN THEIR COLLABORATION.
ALL GOOD THINGS YOU WANT IN YOUR ORGANIZATION.
>> CHAIR D. FLORES: THESE ARE REALLY, FOR ME, EYE-OPENING FACTS.
AND WE HAVE [INDISCERNIBLE] MOVING FORWARD ON FRONT IN A VERY GOOD AND POSITIVE MANNER IN THE RESPECT OUTCOME FOR OUR STUDENTS.
WE'RE ALSO LACKING IN TERMS OF PERFORMANCE MEASURES OF THE STATE, WE'RE AMONG THE LOWEST END OF THE 50.
AND I QUESTION WHETHER SOME OF THAT COULD TRACK TO THE FACT THAT WE DON'T HAVE A LOT OF DIVERSITY IN OUR LEADERSHIP TEAM AT THE COLLEGES AND NOT EVEN AT THE DISTRICT LEVEL.
TO ME, IT SOUNDS LIKE WE'RE MISSING THE BOAT ON A LOT OF LEVELS.
>> PRESENTER: WE'RE GOING TO SHARE DATA BASED ON THE LAST YEAR WHERE WE REVERSED MOST OF THOSE TRENDS.
>> CHAIR D. FLORES: AGAIN, IF THE STATS HOLD TO E TRUE, AND I IMAGINE THEY DO.
WE'RE MISSING THE BOAT IN TERMS OF OUTCOME BY HAVING INCLUSIVE LEADERSHIP TEAMS, ACROSS-THE-BOARD.
>> INCLUSION VERSUS DIVERSITY, THE CULTURE OF SO MANY BUSINESSES IS NOT TO PROMOTE DIFFERENCES OF OPINION.
BUT TO GO ALONG WITH WHAT IS BEING DONE.
[INDISCERNIBLE] CONTINUE ON WITH THE STATUS QUO.
CAN YOU GIVE US A FEEL FOR HOW COGNITIVE OR HOW INCLUSION ACCENTUATES THE DIVERSITY?
>> B. GERWE: I WILL, YES, ABSOLUTELY.
FROM AN INNOVATION PERSPECTIVE AND THE IMPORTANCE OF BRINGING THOSE DIFFERING OPINIONS AND CREATING AN ENVIRONMENT WHERE PEOPLE FEEL THEY CAN SPEAK UP.
I FEEL I CAN PUT MY OPINION OUT THERE.
BUT I FEEL THAT I WILL BE RESPECTED.
IT MAY NOT BE THE END RESULT THAT WE GO WITH BUT IT WILL BE CONSIDERED.
AND WHAT OUR RESEARCH SHOWED IS THAT BY CREATING THAT KIND OF ENVIRONMENT, WHERE YOU CAN BRING THOSE DIFFERENT LEVELS.
MARY AND I MAY APPEAR TO HAVE A LOT OF SIMILARITIES BUT OUR COGNITIVE AND HOW WE APPROACH PROBLEMS MA MAY BE VERY, VERY
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DIFFERENT.SHE MAY THINK IN DIFFERENT MENTAL PATTERN THAN I DO.
WE NEED TO CREATE A ENVIRONMENT THAT WE EACH FEEL COMFORTABLE BRINGING YOUR THOUGHTS TO BEAR, DOES THAT HELP?
>> CHAIR D. FLORES: BASELINE DEFINITION SO WE'RE WORKING FROM THE SAME UNDERSTANDING OF WHAT THEY MEAN.
[INDISCERNIBLE] WE ALL HAVE A COMMON UNDERSTANDING OR DEFINITION.
>> B. GERWE: THAT WILL BE IN THE NEXT SECTION.
>> HOW DO YOU DEFINE THE INCLUSIVENESS OF A LEADER ND HOW DO YOU MEASURE IT?
>> B. GERWE: THERE ARE LOTS OF MEASURES YOU HAVE TO LOOK AT, QUANTITIVE AND QUALITATIVE.
AS I MENTIONED ON THE LAST SLIDE, WE DO TALENT SURVEYS AND INCLUDE INCLUSIVE, HOW INCLUDED DO YOU FEEL AND WHAT KIND OF INCLUSIVE ENVIRONMENT ARE WE IN? THAT'S IN OUR SURVEYS.
FROM A DIVERSITY-PERSPECTIVE, THIS IS HY I FEEL LIKE IN DIVERSITY AND INCLUSION ARE BOTH VIABLE TO BRING TO THE TABLE.
WE DO STILL MEASURE AND UNDERSTAND, DO WE HAVE THE RIGHT REPRESENTATION, I SHARED THE STATISTICS WITH YOU OF WOMEN AT ALL LEVELS THROUGHOUT OUR ORGANIZATION.
IT'S A VERY MEASURABLE FACT THAT WE CAN GIVE FROM OUR DATA.
IT'S A COMBINATION OF MANY, MANY DIFFERENT MEASURES, AS YOU LOOK AT HOW DO YOU MEASURE AN INCLUSIVE ENVIRONMENT.
>> NOT SOLELY ETHNIC DEMOGRAPHICS?
I WAS GOING TO OFFER, IT HELPS ME IN A MENTAL FRAMEWORK OF THE DIFFERENCE BETWEEN DIVERSITY AND INCLUSION, INCLUSION IS BEING INVITED TO DANCE AND DIVERSITY IS BEING INVITED TO THE DANCE.
IT'S THE THINKING OF ARE YOU REPRESENTED FROM A DIVERSITY PERSPECTIVE, DO YOU HAVE THAT REPRESENTATION, BUT ARE YOU ALSO INCLUDED.
DO YOU FEEL THAT YOU CAN CONTRIBUTE ONCE YOU ARE THERE? AND PART OF WHAT WE'LL TALK ABOUT ARE SOME OF OUR STUDIES AROUND CRE CREAT CREATING AUTHENTICITY.
>> I BELIEVE YOU MADE A STATEMENT ABOUT OUR FIRST SESSION.
ARE WE DOING A SERIES OF SESSIONS?
>> B. GERWE: TODAY WE'RE DOING TWO SECTIONS.
THIS ONE IS THEIR PRESENTATION ON WHAT IS HAPPENING IN THE WORKPLACE ENVIRONMENT.
WE'LL FOLLOW WITH INFORMATION ABOUT WHAT WE'RE DOING AND WHERE WE ARE AND VERY GOOD STUFF FROM A.C.C. AND OTHERS AND A BRIEF COMPRESSION SECTION AFTER THAT.
>> C. COMPTON: YOU ARE GOING TO BE PART OF THE OTHER SESSIONS? TALKING ABOUT HERE AND NOW, TODAY?
>> CHAIR D. FLORES: UNDER TWO AND A. AND B., RIGHT NOW WE'RE AT A.
>> B. GERWE: JUST BECAUSE I'M THE TYPE OF PERSON THAT WHEN YOU TELL ME THERE ARE EIGHT THINGS AND I COVER ONLY THREE, LET ME TELL YOU WHAT THE OTHER FIVE ARE.
NUMBER FOUR IS MIDDLE MANAGERS MATTER.
SO YOU CAN'T IGNORE MIDDLE MANAGEMENT.
FIVE IS YOU HAVE TO REWIRE THE SYSTEM TO REWIRE BEHAVIORS.
IT'S ABOUT BEHAVIORS ON A DAY-TO-DAY BASIS THROUGHOUT THE ORGANIZATION.
SIX, TANGIBLE GOALS MAKE AMBITIONS REAL.
TO YOUR POINT ABOUT MEASUREMENT, AND REALLY HAVING THOSE ACCOUNTABILITY THAT IS OUT THERE.
SEVEN IS MATCH THE INSIDE WITH THE OUTSIDE.
BUT WHAT IS YOUR CUSTOMER BASE LOOK LIKE, WHAT IS YOUR BRAND SAYING ABOUT INCLUSION? EIGHT IS PERFORMING A CULTURAL RESET, THIS IS NOT TICKER BOX EXERCISE.
I WILL TALK MORE ABOUT THE OTHER RESEARCH THAT HAS LED US TO THE IMPORTANCE OF THAT.
IN OUR JOURNEY, AND I MENTION OVER A COUPLE OF DECADES NOW, I WANTED TO SHARE A COUPLE OF PIECES OF RESEARCH THAT REALLY SHAPED, BEGAN TO SHAPE OUR
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OPINION AND SHIFT OUR THINKING ALONG THESE LINES.IN 1963, THERE WAS A SOCIO SOCIOLOGIST, IRVING DOCKMAN, NOT TO HIDE YOUR IDENTITY BUT TO DOWN PLAY IT.
WHEN PRESIDENT ROOSEVELT WAS IN A WHEELCHAIR, HOWEVER IT WAS KNOWN HE WOULD ARRIVE TO MEETINGS EARLY SO HE COULD BE IN THE ROOM BEFORE OTHERS CAME IN TO TAKE THE IMPETUS OFF OF HIS DISABILITY.
NOT HIDING IT, JUST COVERING IT.
SO THAT TERM WAS COINED BACK IN THE '60S.
IN THE EARLY 2000S, KINGY YOSHINO, A LAW PROFESSOR AT NYU LOOKED AT THE TERM OF COVERING.
APPEARANCE, MAYBE A BLACK WOMAN WOULD STRAIGHTEN HER HAIR TO APPEAR MORE WHITE.
MAYBE AN OLDER PERSON, CLEARLY I'M NOT COVERING, MIGHT COLOR THEIR HAIR PERHAPS.
AND T THAT WOULD BE AVOIDING BEHAVIORS THAT ARE MORE STEREOTYPICAL.
MAYBE A NEW MOTHER WOULD COME BACK FROM MATENDERTY LEAVE.
AM I GOING TO STICK UP FOR OTHERS, IF A RACIST JOKE IS TOLD AND I DON'T STICK UP FOR THEM BECAUSE I DON'T WANT TO BE CALLED OUT.
THE FINAL ONE IS ASSOCIATION BASED.
MAYBE I'M A GAY INDIVIDUAL AND I'M NOT GOING TO MENTOR ANOTHER GAY INDIVIDUAL BECAUSE I DON'T WANT TO BE ASSOCIATED THERE.
AND WE WANTED TO KNOW WHAT ASPECTS OF COVERING COME TO PLAY IN THE BUSINESS ENVIRONMENT.
THESE ARE THE RESULTS OF THE STUDY.
AND THEY ARE ASTOUNDING AND BEGAN TO CHANGE ORTHINKING, THIS WAS FROM OVER 3,000 INDIVIDUALS FROM ALL DIFFERENT INDUSTRIES.
WE FOUND THE RESPONDENTS, 61% COVERED ON AT LEAST ONE ASPECT.
THE L.G.B. COMMUNITY COVERED PROBABLY THE MOST.
AND YOU CAN SEE THE OTHER HISPANICS AND LATEENOSE, 63%, BLACKS 79%.
WHAT WAS MOST ASTOUNDING, 45% OF STRAIGHT WHITE MALES REPORTED COVERRERING ON ONE ASPECT OR ANOTHER.
WHEN YOU THINK ABOUT THAT, HOW WOULD THAT BE? MAYBE THERE IS A STRAIGHT WHITE MALE HAT ENJOYS BALLET, BUT FEELS THAT IS OFF BECAUSE THAT'S NOW HOW STEREOTYPICAL STRAIGHT WHILE MALES -- IT MADE US UNDERSTAND THIS IDEA OF INCLUSION WE NEED TODAY CAST WIDER.
IT WASN'T JUST ABOUT THE LATINO, BLACK OR AGING COMMUNITY.
THAT BEGAN CHANGING OUR THINKING WHEN WE LOOKED AT THE IDEA OF COVER.
>> CHAIR D. FLORES: WHAT YOU STATED EARLIER ABOUT CREATING AN ENVIRONMENT.
>> B. GERWE: YES, HOW DO YOU CREATE THE ENVIRONMENT WHERE IT'S OKAY FOR THE STRAIGHT WHITE MALE WHO LIKES BALLET TO BRING THAT INTO HIS CONVERSATIONS AT WORK.
AND IT'S COMFORTABLE AND HE FEELS SAFE IN DOING THAT.
THE SAME THING AS THE WOMAN OF COLOR FEELING THAT SHE CAN WEAR HER HAIR WHATEVER IS NATURAL FOR HER TO DO SO.
SO THAT IDEA OF COVERING AND CREATING THAT ENVIRONMENT WHERE YOU CAN BRING YOUR AUTHENTIC SELF WAS IMPORTANT.
WE PARTNERED WITH THE BILLY GENE KING LEADERSHIP INITIATIVE.
THIS WAS THE FIRST OF THE STUDIES WE DID WITH HER INITIATIVE.
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MILLENNIALS BECAUSE OUR WORKFORCE WAS MORE AND MORE POPULATED WITH THEM.SO IS WE'RE ALL MENTALLY ALIGNED, MILLENNIALS WERE DEFINED AS THOSE BORN BETWEEN 1980 AND 1995.
AND TYPICALLY WHEN I GIVE THESE RESULTS AND I'M IN A LARGE ROOM LIKE I AM HERE, I ALWAYS SAY, I'M SORRY MILLENNIALS BUT THE OLDEST OF YOU ARE NOW 39, YOU ARE NOT THAT YOUNG ANYMORE.
BUT IT DEFINITELY WAS AN INTERESTING LOOK AT THE STUDY TO SAY, HOW DO MILLENNIALS VIEW DIVERSITY? HOW DO THEY THINK ABOUT DIVERSITY, IS THE SAME AS PREVIOUS GENERATIONS, GENERATION X AND THE BABY BOOMERS OR IS IT DIFFERENT? WHAT WE FOUND, AND BY THE WAY, NOT ONLY FOR DELOITTE, WE'RE OVER 70% MILLENNIALS.
BY 2025, THE WHOLE WORKFORCE IS EXPECTED TO BE 75% MILLENNIALS.
THEY ARE MOVING AND TAKING OVER THE WORKFORCE.
WHAT OUR STUDY SHOWED IS IN FACT TH THERE IS A DIFFERENCE.
IN THE MILLENNIALS VIEW, LET ME SAY, IN THE PREVIOUS GENERATIONS VIEW OF DIVERSITY IT WAS AROUND EQUALITY, DEMOGRAPHICS AND REPRESENTATION.
CERTAINLY, IN MY LIFETIME THAT'S HOW DIVERSITY WAS DEFINED.
IN THE MILLENNIAL'S VIEW OF DIVERSITY, IT WAS ABOUT IDENTITIES, EXPERIENCES AND IDEAS.
AND SO THIS GETS BACK TO THE IDEA OF COGNITIVE DIVERSITY, THAT DIVERSITY OF IDEAS CAME THROUGH IN THE MILLENNIAL PERSPECTIVE OF WHAT DIVERSITY MEANS.
>> C. COMPTON: IDENTITIES, WE'RE UNSURE THE RACE, GENDER, IDENTITY COMES INTO PLAY, CORRECT?
WHAT WAS EVEN MORE FASCINATING ABOUT THE STUDY IS THEIR VIEW OF THOSE IS DON'T PUT ME IN ONE BOX.
THE IDEA OF INTERSECTIONALITY OF THE FACT THAT I CAN BE AN OVER 40, VETERAN, ASIAN WOMAN WHO RUNS, THOSE ARE PART OF MY IDENTITY.
DON'T PUT ME IN THE ASIAN BUSINESS RESOURCE GROUP AND SAY YOU ARE GOOD.
>> C. COMPTON: AN IMPORTANT FACTOR, RACE AND ETHNICITY ARE AN IMPORTANT FACTOR TO IDENTITY.
NOT THE ONLY FACTOR BUT AN IMPORTANT ONE.
THAT IS WHERE THE IDEA OF DIVERSITY AND INCLUSION COME INTO PLAY.
BECAUSE THERE WAS, YOU KNOW, SHOULD WE EVEN FOCUS ON THE DIVERSITY SIDE? I AGREE WITH YOU, I THINK THAT IS STILL SUCH AN IMPORTANT SIDE OF THE EQUATION TO FOCUS ON.
IS IT AN IMPORTANT PART OF THEIR IDENTITY.
>> C. COMPTON: BLACK LIVES MATTER WAS STARTED BY MILLENNIALS, DEFINITELY THEIR IDENTITY IS IMPORTANT IN TERMS OF RACE AND ETHNICITY.
>> B. GERWE: WHAT I FIND IN MY WORK WITH THE INCLUSION COUNCIL HERE IN NORTH TEXAS, THERE ARE SOME PEOPLE WHOSE, THE FACT THEY ARE BLACK AMERICAN, THAT IS VERY IMPORTANT TO THEM.
SO THAT IS A PIECE OF THEIR IDENTITY THEY STRONGLY IDENTIFY WITH.
AND THEY WANT TO EXPRESS THAT.
BUT I HAVE OTHER PEOPLE WHO HAPPEN TO BE A BLACK AMERICAN WHO THAT'S MPORTANT PART OF THEIR IDENTITY BUT NOT THE PRIMARY THING THEY LEAN ON, MAYBE A VETERAN AND IF YOU THINK ABOUT WHAT ARE THOSE DIFFERENT ASPECTS.
THEY BRING ALL OF THAT TO THE TABLE.
SO THAT BEGAN TO SHIFT OUR THINKING ABOUT THE FACT THAT MAYBE WE DON'T HAVE TO HAVE JUST ONLY THESE BOXES THAT WE PUT PEOPLE IN.
BECAUSE PEOPLE ARE NOT CHECKING THE BOXES. IN FACT, WHAT WE'RE SEEING WITH THE PEOPLE WHO ARE ENTERING THE WORKFORCE ARE LESS LIKELY TO CHECK THE BOXES COMING IN BECAUSE IT'S OPTIONAL.
I DON'T WANT TO BE PUT IN A BOX.
THAT'S FASCINATING TO ME, AS A SOCIETY AS WE GO FORWARD.
IF PEOPLE ARE NOT WILLING TO CHECK A OX.
WHICH ONE DO I CHECK IF I'M MULTIRACE? I THINK WE HAVE CHALLENGES IN LEARNING YET TO COME IN THIS AREA.
THIS WAS JUST ANOTHER PIECE IN OUR JOURNEY.
WE HAD THE AUTHENTICITY AND THE BROADNESS OF INCLUSION.
[00:40:03]
MILLENNIAL VOICE BEING LOUD THAT SAID THERE ARE MULTIPLE DIMENSIONS OF ME AND I VIEW THIS VERY DIFFERENTLY THAN PREVIOUS GENERATIONS.SO WE HAD O THINK ABOUT WHAT DOES THAT MEAN TO OUR INCLUSION EFFORTS? AND THEN THE FINAL PIECE I WANTED TO SHARE WITH YOU, IS ANOTHER STUDY WE DID WITH A BILLY JEAN KING LEADERSHIP INITIATIVE.
UNLEASHING THE POWER OF INCLUSION.
WE WANTED TO KNOW AND STARTED LOOKING AT WHAT DO PEOPLE LOOK AT WHEN YOU ARE TRYING TO ATTRACT, ENGAGE AND RETAIN INDIVIDUALS.
THIS IS SOME DATA THAT CAME FROM THAT RESEARCH.
THE RESEARCH SHOWED THAT OF THOSE THAT WE SURVEYED, 80% INDICATED THAT INCLUSION IN AN INCLUSIVE ENVIRONMENT IS IMPORTANT WHEN THEY CHOOSE AN EMPLOYEE.
39% SAID, I WOULD LEAVE MY CURRENT EMPLOYER TO GO TO A MORE INCLUSIVE ENVIRONMENT.
SO THEY HAD ALREADY LEFT ONE EMPLOYER TO GO TO ANOTHER.
AND WHEN WE O DOWN A LITTLE BIT MORE, WHY DID YOU LEAVE? OVERWHELMING AND YOU WILL SEE IT CIRCLE BACK TO THE COVERING, IS MY DESIRE TO BE AUTHENTIC.
AND I WANT TO BE IN AN ENVIRONMENT WHERE I CAN BE COMFORTABLE BEING MYSELF.
SO 33 OR A THIRD OF THEM SAID THAT IS THE ISSUE.
28% AID I DIDN'T EXPERIENCE AN INCLUSIVE ENVIRONMENT ON A DAY-TO-DAY INTERACTION.
>> ESSENTIALLY A 60, 70% MILLENNIAL, IF IT'S 300 BUSINESS PROFESSIONALS AND THAT IS THE DEMOGRAPHIC NOW, THIS IS REFLECTING THEIR VIEW MORE THAN OTHER AGE GROUPS?
>> B. GERWE: IT IS BEGINNING TO REFLECT THE MILLENNIAL VIEW.
THAT IS PART OF THE SHIFTING, WE AS LEADERS NEED TO HEAR AND LISTEN TO THAT PERSPECTIVE.
BECAUSE AS I MENTIONED FOR US, THAT IS OVER 70% OF OUR WORKFORCE NOW. IN FACT, I HEARD ONE OF OUR LEADERS SAY AT DELOITTE WE HAVE --
>> C. COMPTON: WORKFORCE ARE THEY.
>> B. GERWE: IT'S EXPECTED OVER THE NEXT FIVE YEARS OR SO, THE GENERAL WORKFORCE POPULATION WILL BE AT 75%.
>> WE SEE THAT IN OUR NUMBERS TOO.
THE FASTEST GROWING CATEGORY, DO NOT CHECK THE BOX AT ALL.
>> B. GERWE: OUT OF THIS STUDY THERE WERE TWO THINGS THAT JU JUMPED OUT, CREATING AN INCLUSIVE ENVIRONMENT WHERE PEOPLE FEEL COMFORTABLE BRINGING THEIR AUTHENTIC SEVERALS.
BUT THE CONCEPT OF DAY-TO-DAYERT INACTIONS.
REALLY AT THE BEHAVIORAL LEVEL IN THE GREEN.
AND HOW THEN DO YOU MAKE SURE THOSE YOU CAN MAKE DECISIONS AT A BOARD LEVEL, HOW YOU REALLY MAKE SURE THOSE ARE CASCADING THROUGH THE ENVIRONMENT AND COMING THROUGH DAY-TO-DAY IN YOUR LEADERSHIP.
OUR EMPLOYEE BASE MAY SKEW YOUNGER BECAUSE WE HAVE MANDATORY RETIREMENT FOR CERTAIN ROLES.
HISTORICALLY WE HAD DEMOGRAPHIC AFFINITY GROUPS.
WE FOUND OVER THE LAST SORT OF DECADE OR SO IS PARTICIPATION, DESPITE THE FACT THAT POPULATIONS OF VARIOUS GROUPS WERE INCREASING IN OUR FIRM, PARTICIPATION IN THOSE EVENTS WAS ACTUALLY DECLINING.
SO REALLY THE KIND OF FURTHER HIGHLIGHTING THE POINT THAT SORT OF SINGULAR AFFINITY PERSPECTIVE WAS LESS AND LESS IMPORTANT.
>> C. COMPTON: CAN THAT BE A FACTOR IN DELOITTE YOU POINTED OUT THROUGH SURVEY PEOPLE FEEL THEY CAN BE AUTHENTIC BUT THAT MIGHT NOT BE THE CASE IN A ORGANIZATION WHERE EOPLE DON'T FEEL THEY ARE INCLUDED.
>> B. GERWE: THESE WERE NOT OF DELOITTE EMPLOYEES.
THEY WERE CLIENTS AND OTHER POPULATIONS.
THIS INFORMATION IS WHAT INFORMED US, WITHIN DELOITTE
[00:45:01]
COMBINED WITH WHAT WE WERE HEARING FROM OUR OWN TALENT SURVEYS.>> C. COMPTON: TALKING ABOUT THE AFFINITY GROUP.
I'M GOING TO TALK A LITTLE BIT ABOUT WHAT WE'VE DONE TO CHANGE THAT PERSPECTIVE AND HOW IT'S PROPELLED US FORWARD.
SO AGAIN, I WANT O BE VERY CLEAR ON THIS THAT IT IS DIVERSITY AND INCLUSION.
>> C. COMPTON: I'M CONCERNED, TO BE QUITE FRANK, I'M CONCERNED THIS MIGHT BE WHAT IS OUT THERE IN THE GENERAL POPULATION.
BUT THIS ISN'T FOR DCCCD CURRENTLY.
ALL YOU HAVE TO DO IS LOOK AT OUR EMPLOYEE NUMBERS.
CURRENTLY PEOPLE FROM WHAT I HEAR DON'T FEEL, ESPECIALLY IN REGARDS TO RACE AND ETHNISTY, DON'T FEEL THEIR VALUED OR RESPECTED, INCLUDED BY YOUR DEFINITION THAT YOU CAN SPEAK YOUR MIND, MAYBE IT'S NOT -- PEOPLE DON'T AGREE BUT YOU RESPECT IT ENOUGH TO BE ABLE TO SPEAK WHAT YOU THINK AND WHAT YOU HAVE STATED, CONSIDER AND MAYBE GO ANOTHER DIRECTION.
THAT'S NOT WHERE WE ARE AS AN ORGANIZATION.
I DON'T FEEL WHAT YOU ARE BRINGING TO S APPLIES HERE CURRENTLY.
I'M CONCERNED ABOUT THE INFORMATION THAT IS BEING PRESENTED TO US AS THAT BEING THE CASE HEN IT'S NOT THE CASE HERE.
>> B. GERWE: THAT'S ONE REASON FOR BRINGING DELOITTE HERE IS TALKING ABOUT THE DIFFERENCE IT CAN BE AND WE'RE BRINGING A CONVERSATION, I HOPE WE'LL BEGIN MOVING TOWARD THIS ATMOSPHERE AND ENVIRONMENT.
NO, WE'RE OT THERE AND WE KNOW THAT.
>> CHAIR D. FLORES: DO YOU HAVE INFORMATION ON THE ORGANIZATIONS THAT ARE AT WHERE WE'RE AT RIGHT NOW?
>> B. GERWE: WE ORK WITH A LOT OF ORGANIZATIONS THAT ARE AT THAT BEGINNING STAGE.
AND WHAT DO YOU DO TO GET STARTED? AND I DEFINITELY WANT TO SHARE THAT WITH YOU.
>> CHAIR D. FLORES: THANK YOU.
>> ARE YOU SUGGESTING IN THE RESEARCH THAT YOU HAVE DONE SUGGEST LOOKING AT ETHIC METRICS AND GENDER METRICS ARE NO LONGER VALID PROXIES, YOU ARE SAYING IT'S MUCH MORE COMPLICATED THAN THAT.
WE APPROACH THIS ISSUE AND NOT JUST FOCUS ON THAT.
DIVERSITY IS NO LONGER ENOUGH.
IT HAS TO BE DIVERSITY AND INCLUSIVE ENVIRONMENT.
>> C. COMPTON: RIGHT NOW IN TERMS OF DIVERSITY, NE WE'RE NOT THERE YET.
TWO, THE ONES WE DO HAVE DON'T FEEL THE ORGANIZATION IS INCLUSIVE.
>> C. COMPTON: ONE, I WORK HERE.
TWO, MOST OF WHAT WAS HERE WHEN I WORKED HERE FROM TIDBI TIDBITS I GOT FROM EMPLOYEES, IT'S STILL THE SAME.
I'M SPEAKING AS AN INSIDER PREVIOUSLY.
AND I'M STILL HEARING THE SAME THINGS IN TERMS OF MY CONCERNS, IT HASN'T CHANGED DRAMATICALLY.
>> B. GERWE: THAT'S WHAT WE'RE BEGINNING HE CONVERSATION.
IN A FORMAL WAY WE CAN DELIBERATE, DISCUSS AND HOPEFULLY COME FORD FORWARD WITH A PLAN.
>> B. GERWE: PART OF WHY WE'RE HAPPY TO SHARE OUR STORY, BECAUSE IT HAS BEEN A JOURNEY AND HAS CHANGED.
SHARING ACCELERATES THAT UNDERSTANDING.
>> S. FRIEDMAN: FRANKLY, THE EMPLOYEE BASE IS GOING TO CHANGE OVER TIME.
AND SO BEING PREPARED FOR EMPLOYEES THAT MAY NOT HAVE THE EXACT SAME MINDSET AS THE HISTORICAL BASE OF EMPLOYEES IS IMPORTANT.
>> THERE WILL BE RETALIATION OR A DIFFERENT IDEA AS SOMEONE WHO IS A TROUBLE MAKER TO ROCK THE OAT
>> B. GERWE: THANK YOU FOR ASKING THAT.
BECAUSE IT'S NOT A SILVER BULLET.
IT'S NOT A PROGRAM YOU PUT IN PLACE AND IT'S A MAGIC PILL.
IT REALLY HAS TO PERMEATE THE FABRIC OF ALL YOU O.
[00:50:01]
SO IT'S BEYOND TRAINING.THE TRAINING IS A GOOD FIRST STEP BECAUSE IT BUILDS A COMMON LANGUAGE AND AWARENESS.
IT'S BUILDING INTO COMPETENCY, INCLUSIVE LEADERS, BUILDING IN AVENUES WHERE PEOPLE FEEL THEY CAN BRING FORTH THOSE IDEAS.
I'LL SHARE WITH YOU, I CAN TALK WITH YOU ABOUT HOW WE'VE CHANGED SOME THINGS IN OUR PERFORMANCE MANAGEMENT PROCESS, HOW WE TRAIN AND HIRE PEOPLE.
TO GIVE YOU SOME EXAMPLES OF WHAT WE HAVE DONE TO INFUSE THIS IN THE FABRIC OF JUST ABOUT EVERYTHING WE DO.
>> C. COMPTON: LET ME ASK YOU A QUESTION.
ACCOMPLISH WHAT YOU SAID YOU WANTED TO ACCOMPLISH.
AND CHANGE THE THINKING IN THE ENVIRONMENT OF THE COMPANY TO BE MORE INCLUSIVE.
DID YOU ALSO IMPLEMENT POLICIES?
>> B. GERWE: WE STARTED WITH VALUES.
AND STATING THAT INCLUSIVE DIVERSITY INCLUSION ARE IMPORTANT TO OUR VALUES IN OUR ORGANIZATION.
>> C. COMPTON: BUT DID YOU INSTITUTE ANY CONCRETE POLICIES?
>> B. GERWE: CAN YOU GIVE ME AN EXAMPLE? WE DEFINITELY LOOKED AT OUR SYSTEM.
AND LOOKING AT OUR SYSTEM, FOR EXAMPLE, AND MAYBE THIS IS WHAT YOU MEAN BY POLICY.
DO WE WHEN WE'RE LOOKING AT RECRUITING AS AN EXAMPLE, DO WE CHALLENGE OURSELVES? THAT WE'RE GOING TO DO RIGHT PLACES AND IS THAT A PART OF OUR PROCESS? YES, THAT IS A STEP IN OUR PROCESS.
ARE WE LOOKING AT FROM AN INCLUSIVE LENS AND DIVERSITY LENS MAKING SURE THAT WE'RE GETTING THE RIGHTS CANDIDATE AND CHALLENGE O OURSELVES.
>> C. COMPTON: IN TERMS OF WHETHER OR NOT YOU ARE GETTING THE RIGHT EMPLOYEES, IT'S BASED ON THEIR QUALIFICATIONS AND NOT GENDER, SEX OR ANYTHING LIKE THAT, CORRECT?
BUT WE WANT TO BE SURE THAT WE'RE, OUR CANDIDATE POOL HAS DIVERSITY IN IT.
AND THAT WE'RE MAKING SURE THAT WE HAVE THAT REPRESENTATION.
AGAIN, THE DIVERSITY PART IS STILL VERY, THE INCLUSION PART AS WELL.
WE WANT TO BE SURE THAT WE'RE BRINGING IN AND CASTING OUR NET LINE AND GETTING THE QUALIFIED CANDIDATES, WHATEVER GENDER OR RACE, BUT THE POOL HAS THE RIGHT REPRESENTATION.
>> C. COMPTON: IT'S BASICALLY FIRST AND FOREMOST, WHETHER OR NOT THAT PERSON HAS THE CREDENTIALS, THE CAPABILITIES TO PERFORM ON THAT JOB.
DOESN'T MATTER IF THEY ARE PURPING, CORRECT?
>> C. COMPTON: IT DOESN'T MATTER IF THEY ARE PURPLE? THE FIRST CONSIDERATION IS WHETHER OR NOT THEY CAN PERFORM THE JOB?
WE WANT TO MAKE SURE AND WE HAVE PROGRAMS IN PLACE FROM A LEADERSHIP DEVELOPMENT PERSPECTIVE AS PEOPLE COME IN WE'RE MAKING SURE THEY ARE BEING DEVELOPED IN WAYS THAT, FOR EXAMPLE, WE KNOW MAY BE-- WE MAY HAVE PORTIONS OF THE POPULATION THAT ARE MORE HESITANT TO SPEAK UP FROM A CULTURE PERSPECTIVE.
NOT ONLY TEACHING THOSE PEOPLE SKILL SETS FOR HOW YOU CAN BE HEARD, BUT ALSO TRAINING THE REST OF THE FOLKS AROUND THEM OF HOW DO YOU MAKE SURE YOU PAUSE AND HEARING INDIVIDUALS.
I CAN TELL YOU I'M PLANNING A LEADERSHIP WORKSHOP FOR LATER THIS MONTH FOR A SET OF HIGH-LEVEL LEADERS.
THIS GOES BACK TO THE DIVERSITY OF THINKING.
WHERE I AM PURPOSELY PLANNING IN PERIODS OF TIME WHERE PEOPLE WILL HAVE TIME TO WRITE THOUGHTS SO THE EXTROVERTS IN THE ROOM, THOSE WHO ARE MORE DOMINANT, AREN'T THE ONLY ONES.
THINGS LIKE THAT, WE'RE PURPOSEFUL ABOUT.
>> S. FRIEDMAN: YOU ASKED ABOUT POLICY.
I THINK BETH IS GOING TO GET TO THIS IN A LITTLE BIT.
WE SORT OF TRY TO VIEW THIS PERSPECTIVE INTO EVERYTHING THAT WE DO.
SO IT COMES ACROSS IN THE PROCESS OF APPROVING.
YES, WE'RE LOOKING FOR THE BEST QUALIFIED CANDIDATE.
BUT WE'RE MAKING SURE THE POOL OF POTENTIAL CANDIDATES IS APPROPRIATELY REPRESENTATIVE OF THE POPULATION AS A WHOLE.
[00:55:02]
WE'RE NOT GOING TO SORT OF, WE CHANGE THE WAY THAT WE RECRUIT FROM A TRAINING PERSPECTIVE.A LOT OF OUR TRAINING ACROSS ALL LEVELS, THERE IS A SIGNIFICANT FOCUS OF TRAINING AT HE MOST SENIOR LEVELS OF THE ORGANIZATION, UNDERSTANDING ABOUT UNCONSCIOUSES BIAS, UNDERSTANDING ABOUT SORT OF THE NEED TO BUILD AN INCLUSIVE ENVIRONMENT. AND THEN FROM A PERFORMANCE-MANAGEMENT PERSPECTIVE ALSO.
PART OF PERFORMANCE MANAGEMENT OF OUR MOST SENIOR LEADERS INCLUDES SURVEYS OF THE EMPLOYEES THAT OR PRACTITIONERS THAT WORK FOR THEM.
AND A LOT OF HE QUESTIONING FOCUSES ON DOES THIS PERSON OR LEADER PROVIDE INCLUSIVE LEADERSHIP ON THE PROJECTS.
AND THAT IS AN IMPORTANT COMPONENT.
AND THAT IS TRUE WITH ALL LEVELS OF PEOPLE WHO HAVE RESPONSIBILITY FOR OVERSEEING PRACTITIONERS.
>> OFF MIC] TRAINING AND EVALUATION AND MENTORING.
IS IT INTENTIONAL OR ACCIDENTAL?
>> B. GERWE: I THINK IT'S ORGANICICALLY.
IT'S THE SENSE OF WE HAVE BEEN DOING THINGS A CERTAIN WAY AND WE CONTINUE TO.
WE'RE BEGINNING TO GET THINGS DONE THAT ARE A DIFFERENT AY OF THINKING.
THAT'S WHY WE'RE STARTING THE CONVERSATION.
BUT IT'S ONE OF THE THINGS WE HAVE FOUND IS THAT MANY TIMES PEOPLE COME THROUGH OUR WORK LIFE.
THEY START AT ONE LEVEL IN THE ORGANIZATION AND MOVE UP THROUGH IT.
BUT THEY MAY NOT BY DOING IT WITH A BROADER VIEW OF WHAT THEIR ROLE IS.
IT'S NOT A CASE OF YOU ARE A DEAN AND NOW YOU ARE A VICE PRESIDENT.
AT THAT POINT YOU PICK UP RESPONSIBILITIES FROM MULTIPLE THINGS THAT DEAL WITH DEVELOPMENT OF INDIVIDUALS, THE CULTURE OF THE PLACE, ALL THOSE THINGS.
WE MAY NOT BY DOING IT AS INTENTIONALLY AS WE NEED TO.
>> REQUIRE THEY HAVE TRAINING AND DIVERSITY AND INCLUSION IN THIS ISSUE?
>> B. GERWE: IT'S NOT REQUIRED.
>> WE KNOW OUR AVERAGE EMPLOYEE DOES 10 HOURS A MONTH OF TRAINING.
>> I HOPE YOU COME BACK TO WHAT YOU TALKED ABOUT.
>> FACULTY MEMBERS THAT WENT FROM ONE OF THE COLLEGES TO WENT TO THE LOCAL CHAPTER COMPLAINING ABOUT REATMENT WITHIN THAT COLLEGE, NOT FEELING THEY HAD THE [INDISCERNIBLE] AVENUE TODAY ADDRESS IT.
WHERE THEY WOULD REALLY BE HEARD.
I JUST GAVE THE CHANCELLOR A MESSAGE, WHERE ARE WE ON THAT COMPLAINT? FOR NOW IT'S BEEN SIX MONTHS OR MORE, BECAUSE THERE WAS A LEADERSHIP CHANGE, I DON'T KNOW THAT THAT'S BEEN FOLLOWED-UP ON.
GOING OUTSIDE THE ORGANIZATION BECAUSE THEY FELT THEY HAD NO RECOURSE INSIDE.
>> B. GERWE: IT REALLY IS SYSTEMIC.
AS YOU ARE TALKING ABOUT THE BEHAVIORS YOU DON'T WANT THEY ARE ALL SYSTEMIC.
SO THE APPROACH HAS TO BE SYSTEMIC.
I WANTED TO SHARE WITH YOU, WE KIND OF STARTED TALKING ABOUT THIS, SOME OF THINGS WE HAVE DONE.
WE CHANGED HOW WE INTERACT AT WORK.
AS FAR AS COMMUNICATIONS, WE STARTED -- I'LL IVE YOU A COUPLE OF EXAMPLES, FOR EXAMPLE, WE INTERVIEWED SOME OF OUR HIGHEST-LEVEL LEADERS AND HAD THEM DO SNIPPETS OF HIGH STORY.
IT WAS FASCINATING TO HEAR A LEADER OF AN ORGANIZATION TALK ABOUT AT A TIME WHEN THEY STARTED OUT AND COME FROM A POOR FAMILY.
THEY HAD TO SAVE UP THEIR FIRST PAYCHECK TO GET A SECOND PAIR OF WORK CLOTHES. NOW THEY ARE A HUGE LEADER IN AN ORGANIZATION.
I HAD NO IDEA THAT PERSON CAME FROM HUMBLE BEGINNINGS.
OR A PERSON THAT HAD A HEALTH ISSUE THEY DIDN'T FEEL COMFORTABLE SHARING AND NOW THEY ARE TALKING ABOUT IT.
OUR LEADERS COMMUNICATE AUTHENTICALLY.
AND THIS IS SOMETHING WE PUSHED THROUGH TO OUR LEADERS TO MAKE SURE THEY ARE TRANSPARENT.
IT'S OKAY TO SAY, I NEED TO LEAVE EARLY TO PICKUP MY SICK CHILD.
AND NOT SAY I CAN'T MAKE THE MEETING.
TALK ABOUT REAL LIFE AND WHAT IT
[01:00:01]
MEANS TO BE AUTHENTIC.THOSE ARE A COUPLE OF EXAMPLES.
EVERY DAY THE ITTLE THINGS SEND SIGNALS TO OUR PRACTITIONERS.
>> THE ROLE OF LEADERSHIP AND THE ROLE OF THE REST OF THE ORGANIZATION, IF YOU WILL, IN TERMS OF CHANGING CULTURE.
AND YES, I MEAN, DELOITTE, [INDISCERNIBLE] CONSULTING FIRM IS A RELATIVELY [INDISCERNIBLE] WORK-AROUND TEAMS AND PROJECTS.
MAYBE A LITTLE BIT MORE HIARCHICAL.
YOU CAN'T JUST -- [INDISCERNIBLE] YOU TO INVOLVE PEOPLE AT ALL LEVELS. WHICH COMMUNITY COLLEGES OR HIGHER ED INSTITUTIONS DO THAT BETTER HAN ANYBODY ELSE? GE?
>> S. FRIEDMAN: IT'S A GOOD QUESTION.
IT'S HARD TO POINT OUT A SPECIFIC EXAMPLE.
IT'S IMPORTANT AT ALL LEVELS OF LEADERSHIP THE BEHAVIOR IS APPROPRIATELY MODELED.
REWARDED WHERE POSITIVE AND PUNISHED WHERE NEGATIVE.
THOSE ARE THE CRITICAL COMPONENTS OF THIS.
IT IS BUILDING AN ORGANIZATION THAT IS FOCUSED ON THE VALUE OF ALL DIFFERENT VIEWS AND PERSPECTIVES.
AND THAT'S SOMETHING THAT HAS TO START AT THE TOP, HAS TO START AT THE CABINET TEAM AND ALSO DOWN THE ORGANIZATION.
THE ONES THAT DO IT BEST HAVE SIGNIFICANT TRAINING AND ARE ALSO VERY FOCUSED ON THE CAPABILITIES AND QUALITIES OF LEADERSHIP.
AND PART OF THE EVALUATION PROCESS FOR THOSE LEADERS IS HOW INCLUSIVE OF AN ENVIRONMENT ARE YOU BUILDING? I THINK THE OTHER THING I WANTED TO POINT OUT, WHEN YOU ARE ASKING FOR MORE SPECIFICS.
WE HAD THIS HISTORICAL PROGRAM WE STILL HAVE THAT FOCUSES ON RECRUITING AT A SET NUMBER OF STUDENTS.
AND WHAT WE DID IS UNDERSTOOD OVER TIME, THAT THE SCHOOLS THAT WE TRADITIONALLY RECRUIT, IF YOU LOOK AT THE MAKE-UP OF THE DIVERSITY OF THE SCHOOLS WE WERE RECRUITING, THEY WEREN'T APPROPRIATELY REFLECTIVE OF THE DIVERSITY AT LARGE.
WE CHANGED THE MAKEUP OF OUR SCHOOLS WE CALL OUR UNIVERSITY RELATIONS SCHOOL TO FOCUS MORE ON SUITE OF SCHOOLS THAT HAVE A HALLMARK OF DIVERSITY FROM A SOCIOECONOMIC PERSPECTIVE SO WHEN GROWING AND BUILDING THE POOL OF POTENTIAL APPLICANTS TO DELOITTE SO WE END UP IN A PLACE WHERE WE HAVE A MORE DIVERSE SET OF INCOMING PRACTITIONERS.
SIMULTANEOUSLY, WHEN WE LOOK FOR MORE EXPERIENCED PROFESSIONALS, WE'RE CASTING A WIDE NET.
WE DON'T START INTERVIEW PROCESS UNTIL WE HAVE A REASONABLE REPRESENTATION OF THE POPULATION AT LARGE.
>> CHAIR D. FLORES: AT THIS POINT IT SOUNDS LIKE YOU RE TALKING ABOUT TEACHING US ALL TO WALK AN THIN EGG SHELLS.
IT SOUNDS VERY CONCERNING TO ME.
CHASTISED AND ENCOURAGED, CHASTISED CAN BE CARY.
YOU MAY NOT KNOW WHAT YOU DID.
AND SOMEBODY CAN COME BACK AT YOU WITH, THIS IS WHAT YOU DID TO ME.
THE WHOLE IDEA OF BEING INCLUSIVE, THAT IS WONDERFUL.
BUT SOMEONE CAN BE MORE INCLUSIVE THAN OTHERS.
SOMEONE CAN BE, CAN SEE FROM LIFE PERSPECTIVE SOMETHING DIFFERENT THAN SOMEONE ELSE CAN SEE.
IN OUR WORLD TODAY EVERYONE IS RUNNING AROUND WAITING TO BE OFFENDED.
THIS IS A TOPIC THAT I THINK IS ABSOLUTELY FRIGHTENING.
BECAUSE THERE IS SUCH A LIMITED WAY TO DO IT WELL.
AND I'M CONCERNED THAT IF WE MAKE A MISSTEP IN THE MIDDLE, THAT CHASTISEMENT IS GOING TO BE LOUD AND PAINFUL.
AND AS WE WORK FORWARD, I'M JUST A LITTLE IT CONCERNED.
BECAUSE THIS -- I'M AFRAID WE'RE
[01:05:01]
ALL GOING TO BE WALKING ON EGG SHELLS, WAITING FOR THE OTHER SHOE TO DROP, PERHAPS.>> WITH ALL DUE RESPECT, I COULDN'T DISAGREE MORE.
I THINK THERE IS A CONVERSATION WAITING TO TAKE PLACE HERE.
THAT HAS THE POTENTIAL TO ENERGIZE THIS PLACE AT EVERY LEVEL.
I WORKED IN A INCORPORATE ENVIRONMENT FOR 20 YEARS.
AND I WAS REALLY RESONATING WHAT YOU WERE SAYING ABOUT THE EARLY STAGES OF DIVERSITY AND EMPLOYEE AFFINITY GROUPS.
WOMEN, AFR AFRICAN AMERICANS, HISPANICS, L.G.B.T.
MY PERSONAL EXPERIENCE I GOT TO KNOW MY COWORKERS BETTER AND LEARN AND UNDERSTAND MORE ABOUT THE PEOPLE I WAS WORKING WITH AT A MUCH DEEPER LEVEL.
I FELT A GREATER ATTACHMENT TO THE ORGANIZATION THAN I WOULD HAVE BEFORE.
I DEVELOPED A LEVEL OF TRUST AND RESPECT WITH PEOPLE THAT ENABLED ME TO HAVE SOMEWHAT EGG-SHELL TYPE CONVERSATIONS SUCCESSFULLY IN WAYS THAT HELP ADVANCE Y RELATIONSHIPS WITH THEM.
AND OUR ABILITY TO WORK TOGETHER ON BEHALF OF THE ORGANIZATION.
I'M HEARING THAT IS WHAT WE NEED TO BE DOING AROUND HERE TOO.
AND MAYBE WE'RE A LITTLE BIT AT THE FRONT END OF IT. I'M WONDERING DO WE HAVE DIVERSITY COUNCILS IN THE DISTRICT OR EMPLOYEE AFFINITY GROUPS? IF THE ANSWER IS NO --
>> S. FRIEDMAN: THEY ARE PRETTY ORGANIC.
>> THAT MEANS THEY SORT OF POPPED UP?
>> S. FRIEDMAN: THE EMPLOYEES ASKED FOR IT.
>> B. GERWE: THAT IS PART OF THE SITUATION. IF YOU ARE WAITING FOR THE CORPORATION TO OPEN THE DOOR SO YOU CAN TALK TO YOUR UNDERLING THAT IS A MISTAKE.
BECAUSE YOU SHOULD HAVE BEEN SPEAKING TO THESE PEOPLE.
THEY SHOULD HAVE BEEN GOING OUT TO LUNCH TOGETHER.
WE SHOULD HAVE HAD THINGS THAT WERE INCLUSION WITHOUT HAVING THE CORPORATION LOOK DOWN OVER THE TOP OF US AND SAY, YES YOU ARE REQUIRED TO DO THIS.
IF YOU ARE REQUIRED TO GO TO LUNCH WITH SOMEBODY, IT'S NOT THE CONVERSATION, I'M SORRY.
IF YOU WANTED TO GO R YOU WERE ASKED BECAUSE THREE WERE GOING AND THERE IS FOUR CHAIRS IN THE CAR.
SO THERE IS LOTS OF TIMES YOU GO AHEAD AND GET PEOPLE INVOLVED.
I GUESS WE WERE A LOT OF MORE TOUCHY FEELY.
IF THERE WAS A SPARE SEAT IN THE CAR THAT'S HOW YOU GOT INVITED.
>> B. GERWE: WE'RE FOCUSING ON EDUCATING PEOPLE AROUND UNCONSCIOUS BIAS.
YOU ARE CONSCIOUS IN ALL OF US THAT UNCONSCIOUS IAS BUT WE CAN BY AWARE AND COGNIZANT OF IT.
[INDISCERNIBLE] NOT EVERYBODY IS AWARE ENOUGH.
AND HOW THEN YOU THINK DIFFERENTLY, NOT WITH YOUR PRIMITIVE BUT YOUR COGNITIVE BRAIN TO SAY, AM I AWARE THAT EITHER I HAVE AN UNCONSCIOUS BIAS IN THIS SITUATION OR OUR ORGANIZATION DOES.
THOSE ARE SOME OF THE HOW YOU START.
BY LOOKING AT ACROSS YOUR SYSTEM AND I THINK I AGREE WITH BOTH OF WHAT YOU ARE SAYING, IT'S THROUGH THE SYSTEM YOU BEGIN TO LOOK AT WHERE ARE THE POINTS THAT BIASES MIGHT BE REFERRING? MAYBE UNINTENTIONALLY AND UNCONSCIOUSLY, BUT WHERE DO THEY OCCUR THROUGHOUT THE ORGANIZATION?
>> I HINK IT'S ABOUT CREATING THE ENVIRONMENT.
>> C. COMPTON: TO YOUR POINT, DOROTHY, YOU ARE THERE.
WHERE WE WANT TO ESPECT EACH OTHER.
AND BILL, THANK YOU FOR THE INPUT.
YOU COME FROM WHERE IT HAPPENED.
AND IT WAS SUCCESSFUL IN TERMS OF THE CORPORATIONS ENABLING AND SUPPORTING THE INCLUSIVE CULTURE TO BE FORMED.
>> B. GERWE: I DID WANT TO SAY ONE THING ABOUT OUR B. RGS AND THINK FOR THE THE BRG -- OH, SO WHEN WE STARTED WE DID HAVE THE WOMEN'S ROUP.
AND WE STILL HAVE THOSE IN PLACE.
BUT WHAT WE HAVE DONE IS FORMED, WE LOOKED SYSTEMICALLY, TO YOUR POINT, NOT JUST THEY COME FROM ONE PROGRAM OR POLICY THAT COMES
[01:10:01]
DOWN.WE HAVE LOOKED SYSTEMICALLY AND WE SAID, OKAY, LET'S BRING THE GROUPS TOGETHER AND FORM INCLUSION COUNCILS AT THE LOCAL LEVEL IS WHAT MAKES SENSE.
I SET OVER THE INCLUSION COUNCIL IN TEXAS.
WHAT MADE SENSE TO US TO CONTINUE THE BRG GROUPS.
BUT WE MAKE PLANNING DECISIONS TOGETHER.
AS SCOTT SAID, WE HAVE SEEN MORE OF INVOLVEMENT FROM OUR EMPLOYEE BASE, WHERE THEY WANT TO BE INCLUDED IN THESE DIFFERENT THINGS.
WE HAVE OUR PARENTING NETWORK BRINGING THEIR KIDS IN TO WORK WITH OUR VETERANS' GROUP TO CREATE CARDS FOR DEPLOYED SERVICE MEN AND WOMEN.
WHAT A REAT BONDING EXPERIENCE FOR OUR EMPLOYEES AS WE GO FORWARD.
SO WE'RE SEEING A LOT OF THAT INTERACTIONALITY COME THROUGH.
SEEING PEOPLE PARTICIPATING IN EVENTS THAT YOU WOULD HAVE NEVER SEEN THEM AT BEFORE BECAUSE WE'RE INCLUDING THEM AT THE TABLE.
WE HAVE SEEN A LOT OF MOMENTUM IN THEIR AREA.
I'M SORRY I DIDN'T MEAN TO CUT OFF YOUR QUESTION.
LISTENING TO WHAT YOU ARE SAYING.
SOME OF US JUST DIDN'T LIKE EACH OTHER, PERIOD, I DON'T CARE WHAT ETHNICITY, BASED ON MAYBE PERSONAL HABITS OR THIS PERSON TOOK THEIR SHOES OFF ALL THE TIME AND I DON'T WANT TO SMELL YOUR FEET.
BUT I NEVER FELT, AND THIS DOESN'T WORK FOR EVERYBODY.
I NEVER FELT THAT I COULDN'T TALK TO SOMEBODY.
OR I COULDN'T ASK THEM ABOUT SOMETHING.
I NEVER WORRIED ABOUT BASICALLY WHAT EVERYBODY THOUGHT ABOUT WHETHER I FIT IN.
AND I WAS TAUGHT FROM A LITTLE GIRL AND I HAVE BEEN WORKING AT SOMETHING SINCE I WAS 12 YEARS OLD.
AND I TELL MY KIDS THIS ALL THE TIME, BECAUSE YOU KNOW, THESE YOUNGSTERS HAVE A THING, THEY DON'T WANT TO LIVE BY RULES.
THERE ARE RULESES WHENE WHEREVER YOU GO YOU HAVE TO ABIDE BY.
WHEN YOU GET OLDER YOU CAN DECIDE WHEN RULES YOU WANT TO ABIDE BY AND WHICH YOU DON'T.
IF YOU DON'T YOU KNOW IT'S TIME TO MOVE ON.
BUT I, AS A PERSON, BECAUSE I KNOW WHO I AM AND WHERE I'M GOING.
AND NOBODIES NOBODY'S GOING TO TELL ME I CAN'T GET THERE.
IF THEY DIDN'T LIKE WHAT I HAD TO SAY, THEN I WENT SOMEWHERE ELSE TO WORK.
I WASN'T GOING TO FIND ME ANOTHER JOB.
I DON'T WHAT YOU PUT IN PLACE.
YOU ARE GOING TO HAVE CERTAIN PERSONALITIES, THEY CAN PERFORM THEIR JOB BUT THEY ARE NEVER GOING TO MOVE ANY HIGHER.
BECAUSE THEY WON'T SPEAK UP FOR THEMSELVES.
AND ONE THING THAT I KNOW, AFTER 67 YEARS OF LISTEN LIVING.
AT SOME POINT IN YOUR LIFE IF YOU WANT TO BE TREATED FAIRLY, YOU HAVE TO STANDUP.
THE THINGS THAT SET PEOPLE APART AND PEOPLE THAT MOVE FORWARD ARE THE ONES WHO GO FORWARD.
AND THEY FEEL CONFIDENT OF WHAT THEY CAN ACCOMPLISH AND WHAT THEY CAN DO.
I'M NOT SURE MPLOYERS, I'M NOT SURE THEY REALLY EVEN CARE.
THEY ARE ONLY CONCERNED WHETHER OR NOT YOU CAN DO A JOB THAT EFFECTS THEIR BOTTOM LINE.
AND MOST OF THE OLDER PEOPLE IN HERE, IT MAY WORK FOR YOUNGER PEOPLE.
BUT I -- I'M NOT SPEAKING FOR ANYBODY.
BUT MOST OF THE PEOPLE IN HERE, ARE PROBABLY SAYING TO THEMSELVES, TELL ME WHAT I NEED
[01:15:02]
TO DO TO MAKE ANOTHER DOLLAR OR GET ANOTHER TITLE IN FRONT OF MY NAME.AND IF THEY BUY INTO THE ENVIRONMENT, BECAUSE YOU KNOW, YOU CAN CREATE ALL THE ENVIRONMENTS YOU WANT.
BUT PEOPLE LOOK AT, OKAY, WHAT IS REALLY GOING ON IN THIS ENVIRONMENT? WHAT OPINIONS ARE BEING CONSIDERED? WHAT TYPE OF PEOPLE DO THEY WANT? AND MY GRANDDAUGHTER CAN FIGURE THAT OUT.
HUMAN BEINGS CAN FIGURE OUT WHAT IT TAKES FOR THEM TO FIT IN.
BUT NO, I DON'T AGREE WITH THAT.
I NEVER HAD A PROBLEM OR FELT I COULDN'T ASK A QUESTION OR SAY WHAT I WANTED TO SAY.
NOW, I MIGHT HAVE CLEANED IT UP FROM THE WAY I WAS THINKING ABOUT IT IN MY HEAD.
>> C. COMPTON: I NEVER SAID I COULDN'T ASK.
EVEN IF THEY TOLD ME, NO, I'M NOT ANSWERING YOU BUT I WOULD ASK.
>> HAVING [INDISCERNIBLE] FROM THE SAME VINTAGE -- AND THEN TO HEAR 70% OF THE WORKFORCE ARE GOING TO BE MILLENNIALS OVER THE COURSE OF TIME, HAVE TO CHANGE WHAT WE OPERATE WITH IN TERMS OF WHAT IS IMPORTANT.
I WAS A UNION REPRESENTATIVE FOR MANY YEARS.
WE TOOK THE ROLE AND DID THOSE THINGS WE DO.
HER PERSPECTIVE IS SO DIFFERENT THAN MINE.
I HAVE TO LEARN SOMETHING EVERY DAY BECAUSE I OPERATE IN THE GEEZER MODEL.
IT'S IMPORTANT HAT WE LEARN THESE THINGS.
AND SEE THAT AUTHENTIC LEADER IS WHERE IT BEGINS, IT HAS TO BE FROM THE TOP DOWN.
WITHOUT THAT OBODY WILL FEEL COMFORTABLE IN BEING ABLE TO SPEAK THEIR MINDS AND BRING FORTH IDEAS.
BEING AUTHENTIC, [INDISCERNIBLE] LEADER [INDISCERNIBLE] BECAUSE PEOPLE INCLUDED YOU AND YOU INCLUDED THEM AND THEY FELT COMFORTABLE.
IT'S AN EYE-OPENING THING FOR ME TO SEE AS THE WORKFORCE CHANGES.
WE HAVE A PERSON WITH 44 YEARS RETIRING, 33 YEARS RETIRING.
SOME OF THE PEOPLE WHO HAVE BEEN HERE A LONG TIME AND OPERATING UNDER THE WAY I GREW UP OPERATING IN THE BUSINESS WORLD [INDISCERNIBLE] RETHINK THESE THINGS AND MAKE SURE WE'RE NOT BEHIND ON WHEN THINGS CHANGE OR WHEN THINGS ARE HAPPENING AND IT'S A PROCESS.
IT'S NOT TODAY IT'S THIS WAY, TOMORROW IT'S THAT WAY.
IT'S A STEP EACH DAY THAT MAKES A DIFFERENCE.
I WORK FOR A COMPANY THAT WAS THE BY-LINE.
DON'T WORRY, TOMORROW IT WILL BE DIFFERENT.
FLEXIBILITY WAS YOUR NUMBER ONE JOB REQUIREMENT.
I THINK T'S IMPORTANT THINKING IN THOSE TERMS TO REALIZE THIS GROUP THAT IS COMING UP BEHIND US DOESN'T THINK THE WAY WE DO.
>> B. GERWE: THAT IS WHAT THE RESEARCH SHOWED UP. AND WE STARTED LOOKING AT.
TO YOUR POINT, THE ALL MIGHTY DOLLAR, IS IMPORTANT TO MILLENNIALS.
WE HAVE DONE THINGS LIKE WE HAVE PRO BONO PLANS.
WE HAVE WHAT WE CALL IMPACT DAY, WHERE WE GO OUT AND SERVE THE COMMUNITY EVERY YEAR AS A COLLECTIVE FIRM.
BECAUSE THAT'S IMPORTANT TO OUR WORKFORCE.
THESE ARE SOME, YOU SAID THAT SO WELL.
THE ENVIRONMENT IN WHICH WE'RE OPERATING, THE TALENT IN WHICH WE'RE ECRUITING IS CHANGING.
AND WE HAVE TO PAY ATTENTION TO THAT.
>> CHAIR D. FLORES: WE HAVE ONE MINUTE.
>> B. GERWE: THANK YOU SO MUCH.
>> B. GERWE: BUSINESS RESOURCE GROUP.
IF YOU THINK ABOUT THAT, BLACK AND HISPANIC EMPLOYEE NETWORKMENT WE BROUGHT THOSE TOGETHER IN THE INCLUSION.
VERY QUICKLY, MARY ASKED ME,P.
I HAVE GIVEN INFORMATION, FIRST STEP WE HAVE TO LOOK
[01:20:01]
SYSTEMICALLY.WE TALKED A LOT OF ABOUT THAT TODAY.
WHERE DO YOU HAVE THOSE IMPLICIT BIASES? WE HAVE HAD, IN FACT, I WAS SHARING WITH A COLLEAGUE, A COLLEAGUE WAS SHARING WITH ME HE WAS OUT WORKING THE OTHER DAY WITH A CLIENT AND LOOKING AT JUST THEIR RECRUITING PROCESS.
THERE WERE 17 PLACES WHERE THEY WERABLY TO IDENTIFY WHERE BIASES CAME IN IN THAT PROCESS ALONE.
THAT IS NOT UNUSUAL THAT YOU WILL FIND WHEN YOU REALLY STEP BACK AND START LOOKING AT IT DIFFERENTLY, YOU SEE ANALYTICS AND LEADERSHIP THOSE RUN THROUGH.
AND YOU ALL HAVE DONE A MASTERFUL JOB OF PLAYING TO THE FACT THAT LEADERSHIP IS SO IMPORTANT AND HOW THAT GOES THROUGH.
AND ANALYTICS OF HOLDING YOURSELVES ACCOUNTABLE.
A DASHBOARD, YOU WILL HAVE TO IDENTIFY WHAT ARE THE IMPORTANT THINGS, THE ERA AREAS YOU WANT TO FOCUS ON QUALITATIVE AND QUANTITIVELY.
LOOKING T DO WE WANT TO SEE HOW OUR STUDENT THINK ABOUT HOW INCLUSIVE WE ARE OR THE PARENT POPULATION VIEWS THIS AS AN INCLUSIVE ORGANIZATION.
>> S. FRIEDMAN: WE LOOK VERY CAREFULLY AT EMPLOYEE SATISFACTION.
WE ALSO LOOK AT BREAK DOWNS OF EMPLOYEE RETENTION.
THE RETENTION RATES THE SAME ACROSS VARIOUS GROUPS AND DEMOGRAPHICS, RELOOK AT RECRUITMENT RATES AND ARE WE DOING A GOOD JOB F INCREASES THE POOL OF CANDIDATES.
ARE WE BRINGING IN EMPLOYEES REPRESENTATIVE OF THE CANDIDATE.
>> B. GERWE: LET'S SAY WE GET A HISTORICALLY BLACK COLLEGE, ARE WE GETTING THE INTEREST ON THE CAMPUS WE WOULD EXPECT.
DOES IT SAY SOMETHING ABOUT OUR BRAND?
>> ONE OF THE THINGS THAT IS DIFFERENT ABOUT EDUCATION, IS THAT WE CARE ABOUT OUR EMPLOYEES.
AND CERTAINLY THEY ARE REFLECTIVE AND FEEL THAT THEY ARE IN A SAFE ENVIRONMENT WHERE THEY CAN NOT ONLY HAVE ACADEMIC FREEDOM BUT FREE TO BE THEMSELVES AND ENGAGE WITH STUDENTS.
ON THE OTHER HAND WE ENGAGE WITH THE COMMUNITY AND STUDENTS.
IT HAS TO BE WELCOMING FOR BOTH.
OBVIOUSLY, YOU CARE ABOUT THE CUSTOMERS AS WELL.
THAT IS A DIFFERENT RELATIONSHIP.
CAN YOU SPEAK TO THAT, YOUR PERSPECTIVE ON THAT?
>> S. FRIEDMAN: I GUESS MY PERSPECTIVE IS WHAT WE FOUND, AND THIS EXISTS IN THE WORKFORCE BUT I THINK IT APPLIES DIRECTLY TO SORT OF THE STUDENT POPULATION, IS PEOPLE WANT TO SEE FOLKS BE SUCCESSFUL IN AN ENVIRONMENT THEY CAN ENGAGE W WITH.
HISTORICALLY I THINK IT LOOKED LIKE ME, I THINK IF YOU GO BACK TO BETH'S SLIDE THAT HAS HALL MARKS LIKE ME, PEOPLE WHO I CAN ENGAGE WITH DIRECTLY.
WE SEE THAT AT THE STUDENT LEVEL AS WELL.
IF STUDENTS FEEL IF THEY SEE PEOPLE REFLECTIVE OF THEM AND WHO THEY ARE A AND WANT TO BE, WITHIN THE LEADERSHIP AND FACULTY, THAT IS A MORE WELCOMING AND EXCITING PLACE FOR THEM.
IF YOU HAVE STUDENTS WHO END UP AT A INSTITUTION WHERE THE LEADERSHIP AND FACULTY ARE SORT OF HO HOMOGENOUS, YOU WILL HAVE SIGNIFICANT RETENTION ISSUES.
>> PART OF THE CHALLENGE YOU HAVE, DEALING WITH MULTIGENERATIONS SO THE STUDENT POPULATION YOU ARE DEALING WITH [INDISCERNIBLE] AND GEN-Z HAS A DIFFERENT LOOK.
A LOT OF SIMILARITIES FOR EXAMPLE, THEIR ATTENTION SPAN AND HOW THEY SPEND THEIR TIME.
THEY HAD ALL THESE CHOICES HOW TO SPEND THEIR TIME.
THEY ARE PURPOSEFUL HERE THEY PUT THEIR TIME AND WHAT THEY PAY ATTENTION TO.
THEY ARE ABLE TO ASSIMILATE INFORMATION QUICKLY AND THEY EXPECT A LOT OF INFORMATION.
THEY MAY IMPACT WEBSITES AND HOW YOU COMMUNICATE.
>> I THINK THAT IS A GOOD POINT.
THAT IS BY FAR THE FASTEST GROWING COMPONENT OF OUR STUDENT BODY.
OUR AVERAGE AGE DROPPED BY TWO YEARS, WITHIN TWO YEARS.
SO AS WE SEE GENERATION Z INTERACTING WITH MILLENNIALS AND FOLKS LIKE ME.
[INDISCERNIBLE] AND I'M [INDISCERNIBLE] OF HOW WE TIE THAT OGETHER.
BECAUSE ON ONE HAND WE WANT TO
[01:25:01]
SUPPORT AND BE A GREAT PLACE TO WORK FOR ALL EMPLOYEES.THAT IS ALSO A FACTOR AS WE BUILD THIS INTO OUR CONSIDERATION.
AND WE DON'T HAVE MANDATORY RETIREMENT, I THINK 65 AT SOME --
>> B. GERWE: THEY AREOPERS OF THE WORK OR FIRM.
>> S. FRIEDMAN: YES, REASONS THAT THAT IS DOABLE.
IT'S ALSO TO ENSURE THERE IS CONSTANT RENEWAL AND REBIRTH IN THE FIRM.
WE HAVE POLICY IN THE FIRM WHERE LEADERS CAN ONLY BE A LEADER FOR FOUR OR FIVE YEARS.
AND FORCED TO SORT OF REITATE OUT OF THAT ROLE AS A MEANS OF -- ROTATE.
WE HAVE SORT OF THE WORD IS ESCAPING ME, BUT DIFFERENT ROLES THAT REGULARLY INTERACT TOGETHER, THEY END AT A DIFFERENT TIME SO YOU ALWAYS HAVE INFUSION, WHERE YOU HAVE STAGGERED TERMS WHERE YOU ARE CONSTANTLY IMBUING NEW CONVERSATION AND IDEAS.
>> B. GERWE: I HAVE BROUGHT FOR YOU A COUPLE OF THE STUDIES I REFERENCED TODAY.
THEY DEAL PARTICULARLY WITH THE MILLENNIALS.
IF I COULD RECOMMEND WE TAKE A SHORT BREAK.
AND I NEED TO GET READY FOR THE NEXT SECTION. 10, 15, WILL BE FINE.
>> CHAIR D. FLORES: I GUESS AT 11:20?
[*A portion of this video is without audio* B. Compression Planning Session: Providing Direction on Addressing Diversity and Inclusion in DCCCD Presenter: Mary Brumbach]
[01:38:10]
CAMPUSES AND COLLEGES AND[01:38:12]
RECRUIT.SO YOU CAN TARGET WHERE YOU ARE GOING TO BE RECRUITING AND BRING THEM INTO THE DOORS AS AN EXAMPLE.
AND FRANKLY A LOT OF THE DISCUSSIONS THAT OCCURRED THIS MORNING WITH THE DELOITTE FOLKS WERE IDENTIFYING THOSE TOOLS, PERFORMANCE MANAGEMENT TOOLS, RECRUITING AND RETENTION, HOW YOU IDENTIFY POOLS, WHERE YOU PULL THE RECRUITING PROCESS TO MAKE SURE YOU ARE MEETING THE GOALS SET BY IF GOVERNING BODY.
THESE ARE THINGS WE WOULD HAVE TO ACCOMPLISH THAT.
>> PRESENTER: WE REQUIRE THE CITY AND DIVERSE PUBLICCATIONS THOSE INDIVIDUALS TO RESPOND AND FOLKS ARE LOOKING AT EVERYTHING.
THAT IS NOT ACTUALLY A TARGETING AUDIENCE [INDISCERNIBLE].
>> FOR US, WE'RE LOOKING AT BEST MODELS, HOW DO WE MOVE TO THE NEW ENVIRONMENT WE WANT.
>> IT HAPPENED TO BE A GOOD MODEL AS WE SEARCHED THE LITERATURE [INDISCERNIBLE] PLAN.
>> I THINK THAT ONE HAS DONE IT WITHOUT TREADING ON THE LAW, WITHOUT NECESSARILY BEING EXCLUSIVE OF SOME, INCLUDING THE PROCESS, IT WAS A WELL-ROUNDED APPROACH.
>> PRESENTER: THEY WERE USED BY INSTITUTION OF HIGHER EDUCATION AS BEING ONE OF THE BETTER EXAMPLES OF DIVERSITY AND INCLUSION APPROACH THEY TOOK.
THE PLAN INDEED IS A MULTI-YEAR PLAN TO ACHIEVE THE GOALS THEY SETS FORTH.
IT IS RECOGNIZED BY LEADERS IN HIGHER EDUCATION AS BEING A VERY
[01:40:01]
GOOD APPROACH TO IT.>> PRESENTER: U.C. DAVIS AND OTHERS, LEGAL THINGS THAT WE NEED TO ORRY ABOUT.
WHAT CAN YOU OFF THE BOARD IN TERMS OF LEGAL STANDARDS WE SHOULD BE AWARE OF OR CONSIDER AS WE EXAMPLE THE ISSUE OF DIVERSITY?
>> THOSE WE GENERALLY DISCUSS THAT THE LAW IS RECOGNIZED, AND ALL THINGS AS WE RECOGNIZE THE LAW IS OFTEN SLOW TO CATCH UP TO THE PROGRESS BEING MADE ON OTHER FRONTS.
IN TERMS OF IDENTIFYING AM NUMBERS AND STRICT QUOTAS, THOSE ARE PROHIBITED.
WE CAN'T SAY WE'RE GOING TO HIRE X NUMBER OF PEOPLE OF THIS ETHNICITY OR RACIAL GROUP.
BUT WE CAN DO THINGS THAT ARE LEGALLY RECOGNIZED TO ACHIEVE THE GOALS WE WANT TO DO TO BE MORE INCLUSIVE.
BEYOND THE SCOPE OF BEING ABLE TO SCATTER SHOOT.
AND THE LAW S CHANGES ALL THE TIME TO GIVE US MORE LATITUDE IN ACCOMPLISHING THESE GOALS.
>> PRESENTER: THE NEXT SLIDE IS FROM A NATIONAL STUDY BY IN THE NATIONAL STUDY OF COMMUNITY COLLEGES.
AND THE DISTRIBUTION OF SELECTED STAFF CATEGORIES.
YOU SEE THE MANAGEMENT WHITE, BLACK AFRICAN AMERICAN HAS A LITTLE BIT LARGER PIECE OF THE STUDENT SERVICES, SAME PREPONDERANCE HERE. AND THE MIX WE SEE AMONG THE STUDENT.
WE'RE NOT UNLIKE WHAT IS HAPPENING IN OTHER COMMUNITY COLLEGES.
THIS GIVES YOU THE NATIONAL DATA OF WHAT IS HAPPENING.
>> PRESENTER: THE GROWTH IS SIGNIFICANT.
>> PRESENTER: NT WE SEE IT IN EMPLOYEES AND GREATER IN STUDENTS.
>> M. BRUMBACH: ANOTHER GROUP THAT HAS DONE EXTENSIVE RESEARCH IS STUDENT, DONE BY U.C. L.A., I'M NOT WEDDED TO CALIFORNIA.
THEIR PROCESS INDICATED THAT STUDENT CONSIDER UNDERSTANDING AND NAVIGATING DIVERSE ENVIRONMENTS AMONG THEIR STRENGTHS.
STUDENTS WANT DIVERSE ENVIRONMENTS.
85%, 74%, ISCUSSING AND NEGOTIATING CONTROVERSIAL ISSUES.
THESE ARE THE MILLENNIALS COMING TO SCHOOL, THESE ARE THE THINGS THEY ABSOLUTELY VALUE.
CONTINUING ON THE SAME THING, WHILE MOST STUDENTS GENERALLY BELIEVE THAT CAMPUS WELCOMES DIVERSITY THEY REPORT DISCRIMINATION REMAINS AN ISSUE.
SOME HAVE BEEN DISCRIMINATING OR EXCLUDED.
THEY ARE COMMITTED TO UNDERSTANDING DIVERSE IDENTITIES.
66% FOCUSED ON DIVERSITY, 49% ON RACE ETHNICITY.
THE GROUP THAT IS COMING TO US IS DEEPLY INVOLVED IN THIS DIVERSITY AND INCLUSION CONVERSATION.
>> I THINK THERE IS AN IMPORTANT PART OF THE CHART IN THE TOP RIGHT, IF YOU LOOK IT'S NOT ONE THING FOLKS FEEL.
FOR SOME IT'S GENDER, FOR SOME IT'S RACE AND ETHNICITY, OTHER IS THE AGE, SOME IT'S SOCIOECONOMIC STATUS.
HOW DO WE MAKE SURE WE ARE INCLUSIVE OF THEM ALL?
>> C. COMPTON: ON THE CHART YOU POINTED OUT THE TOP RIGHT.
>> M. BRUMBACH: THAT IS A GOOD QUESTION, I'LL FIND OUT.
WONDERED INTO THE CONVERSATION.
>> M. BRUMBACH: THERE IS IN THE STUDIES WE'VE BEEN DOING FOR MONTHS NOW, OTHER PEOPLE HAVE CONTRIBUTED.
THERE IS NO CONSENSUS ON THE DIRECT IMPACT OF THE DIVERSE FACULTY OF UNDERREPRESENTED STUDENTS.
THERE ARE REAL ISSUES OF STUDENTS OF COLOR IN CAMPUSES.
THE RESEARCHERS AGREED, THEY ARE ENDEMIC TO THE STRUCTURE OF THE INSTITUTION, REQUIRES MULTIPLE STRATEGIES TO CREATE INCLUSIVE
[01:45:02]
ENVIRONMENT FOR STU STUDENTS AND STAFF.DEPARTMENT OF EDUCATION, 2016, PUBLISHED A COMPREHENSIVE STUDY IN THE INCLUSION ND HIGHER EDUCATION.
AMONG THE THINGS THEY FOUND, AGAIN, NO SURPRISES, HIGHER EDUCATION IS A KEY PATH WAY FOR SOCIAL MOBILITY.
DURING THE PAST 50 YEARS RACIAL ETHNIC DISPARITY AND ENROLLMENT AND OTHER RELATED OUTCOMES FOR COMMUNITIES OF COLOR.
THE GAPS IN COLLEGE OPPORTUNITY HAVE CONTRIBUTED TO DIMINISHED SOCIAL MOBILITY.
AND IT STARTS BACK IN HIGH SCHOOL AND BEFORE.
THE PARTICIPATION OF UNDER REPRESENTS STUDENTS, WE HAVE TRACKS THIS AT APPLICATION, ENROLLMENT. OUR [INDISCERNIBLE] OUR A BIG FACTOR.
AND THEN THE INTERACTION OF RACE AND ETHNICITY, FAMILY INCOME AND PARENTAL EDUCATION, INCLUDING EDUCATION AND LABOR MARKET OUTCOMES.
>> TRUE? [INDISCERNIBLE] MINORITY, STUDENT PARTICIPATION AND NUMBERS IN THE DISTRICT BEEN GOING UP?
>> M. BRUMBACH: YES, THEY ARE.
LET ME QUALIFY THE ANSWER, THE ANSWER IS YES, WE PROBABLY MADE THE MOST DRAMATIC SINGLE-YEAR INCREASES FOR A LOT OF OUR WORK.
WE LOSE PEOPLE IN TRANSITION AND [INDISCERNIBLE] IN THE PROCESS.
I WOULD SAY THAT IS TRUE, EXCEPT FOR STILL WE DON'T SEE THE NUMBERS OF MALES, STILL GENERALLY NOT AS GROUP, MINORITY MALES PARTICULAR AS WELL.
A LOT OF THIS IS SKEWED FEMALE IN OUR NUMBERS.
>> M. BRUMBACH: THIS IS ACROSS THE UNITED STATES SETTING A CONTEXT.
ONE OF THE THINGS THEY DID TO THE PROVIDE GUIDANCE.
NOT UNFAMILIAR, INSTITUTIONAL COMMITMENT TO DIVERSITY AND INCLUSION.
DIVERSE ACROSS ALL LEVELS OF AN INSTITUTION, OUTREACH AND RECRUITMENT AND SUPPORT SERVICES FOR STUDENTS.
WE MENTIONED TUTORING, GUIDED PATHWAYS, THOSE SORTS THINGS AND CREATINGEN A INCLUSIVE CAMPUS LIFE.
>> THE BLACK MALE INITIATIVES AND OTHER AFFINITY GROUPS WHERE YOU DO A LOT OF AROUND VARIOUS POPULATIONS WITHIN THAT TOO.
>> M. BRUMBACH: IN TERMS OF THE IMFACT OF DIVERSITY OF EMPLOYEE SUCCESS, YOU SEE FROM A.C.C.'S WHAT THE DISTRIBUTION IS. IT'S NOT UNLIKE WHAT OURS IS.
AND I THINK AS PART OF THE CONVERSATION WE HAD THIS MORNING AND THE ONE I'M ABOUT TO HAVE WITH YOU ABOUT WHAT WE WANT TO BECOME, THIS IS GOING TO TAKE A WHILE.
WE'RE AT THE BEGINNING OF A STRATEGY SHIFTING FROM ONE DIMENSIONAL, DEMOGRAPHIC INCOMES TO A INCLUSIVE, MULTIDIMENSIONAL APPROACH OF EXPERIENCE AND IDENTITY.
AND WORKING ON ENVIRONMENT WHERE PEOPLE FEEL VALUED AND CONNECTED AND ABLE TO BRING THEIR ATHLETIC SEVERALS.
THE THINGS DELOITTE TALKED ABOUT THING MORNING ARE SOME THINGS WE NEED TO PROVIDE HERE.
ONE OF THE STUDIES I WORKED WITH IT BECAME CLEAR IT DOESN'T DO GOOD TO HIRE DIVERSE FACULTY OR STAFF IF YOU DON'T CREATE AN ENVIRONMENT WHERE THEY WANT TO STAY.
THE NUMBERS SHOWED, PEOPLE WILL CHOOSE TO LEAVE.
>> I WAS LOOKING AT SLIDE 17, THE PRIOR ONE, GOING BACK TO SLIDE FOUR WITH THE NUMBERS THAT WE HAVE AT THE DISTRICT AND THE MANAGEMENT, WE'RE PERFORMING BETTER INCLUSION THAN THE NATIONAL AVERAGE.
I MEAN, WE HAVE WORK TO DO BUT WE'RE DOING BETTER THAN THE NATIONAL AVERAGE.
WE'RE ABOUT TO BECOME THE MAJORITY/MINORITY DISTRICT IN TERMS OF OUR TOTAL EMPLOYMENT.
>> M. BRUMBACH: I'M NOT SURE ABOUT -- TRUSTEE RITTER?
>> P. RITTER: THE NUMBERS ON PAGE FOUR.
>> M. BRUMBACH: YOU ARE TALKING ABOUT TOTAL NUMBERS AND HEAD COUNT? THAT IS TRUE BUT IN CERTAIN CATEGORIES.
>> P. RITTER: I THINK ONE, IT IS
[01:50:04]
A LONG-TERM ENGAGEMENT WE HAVE TO E VERY INTENTIONAL.I THINK THAT IS PART OF THE CHALLENGE.
WHEN WE SEE TOTAL CHANGE OF OUR EMPLOYMENT ABOUT ABOUT THE MAXIMUM OF 5% A YEAR IT'S INCREMENTAL, WE DON'T HAVE A LOT OF [INDISCERNIBLE].
AND THAT IT DOES MEAN WE HAVE TO HAVE A LONGER-TERM STRATEGY.
>> M. BRUMBACH: IT MEANS IT'S GOING TO TAKE A WHILE TO GET TO HERE.
WITH THE MAP ON THE SCREEN, IF I CAN ASK CHANCELLOR MAY AND TRUSTEE FLORES.
>> SLIDE THESE OUT OF THE WAY.
>> M. BRUMBACH: THAT WILL BE FINE, OTHERWISE I WILL BE TRIPPING ON THEM THE WHOLE TIME I'M UP THERE.
THE PURPOSE OF THIS SESSION, INITIAL THOUGHTS AND EXPECTATION REGARDING THE APPROACH FOR DIVERSITY AND INCLUSION, IS WAY TO WRAP UP THE CONVERSATION AND GET YOUR FEEDBACK.
THE NON-PURPOSES TO DESIGN [INDISCERNIBLE] WE HAVE WORK TO DO.
DETERMINE GOALS AND OBJECTIVES, LOOKING AT THE MODELS WE HAVE SEEN.
WE NEED TO DEVELOP THE ONES THAT WORK FOR US.
AND TO LIMIT CONSIDERATIONS OF POSSIBILITIES TO EXISTING PROGRAMS AND PRACTICES.
WE HAVE SOME THINGS THAT ARE WORKING AND THINGS THAT AREN'T.
WE HAVE WORK TO DO. I WANT TO START WITH AND YOU CAN PULL HAT OVER HERE, ANTHONY, THANK YOU.
IT'S THE YEAR 2025, SIX YEARS FROM NOW.
WHAT TERMS DO YOU WANT TO BE ABLE TO USE THE DESCRIBE THE WORK AND LEARNING ENVIRONMENT OF DCCCD FOR ALL INDIVIDUALS ENGAGED IN THE SYSTEM AS EMPLOYEES AND STUDENTS?
>> THE PROJECTOR, YOU CAN'T READ.
>> M. BRUMBACH: IT'S COMING OFF OF THE VIDEO FEED.
>> M. BRUMBACH: IT'S THE YEAR 2025, YOU RE SIX YEARS OLDER THAN NOW.
WHAT TERMS DO YOU WANT TO USE TO DESCRIBE THE WORK AND LEARNING ENVIRONMENT OF DCCCD FOR ALL INDIVIDUALS ENGAGED IN THE SYSTEM AS EMPLOYEES AND STUDENTS? AND I WANT TO START WITH EMPLOYEES.
I ASK YOU FEBRUARY 5, 2025, WHAT IS IT LIKE HERE FOR EMPLOYEES AND STUDENTS?
>> HIGH EXPECTATIONS AND PERFORMANCE.
>> M. BRUMBACH: WHY EXPECTATIONS AND PERFORMANCE, WHAT ELSE?
>> ENVIRONMENT TO THRIVE IS IN THE POSITION OF WHERE THEY WANT TO BE.
>> M. BRUMBACH: ENVIRONMENT TO THRIVE IN A POSITION OF WHERE THEY WANT O BE.
>> ENGAGED WITH OUR STUDENT AND COMMUNITY.
>> M. BRUMBACH: STUDENTS AND COMMUNITY AND WITH EACH OTHER.
>> M. BRUMBACH: PROBLEM SOLVING.
>> CHAIR D. FLORES: WILLING TO CHALLENGE THE STATUS QUO AND SAFE TO CHALLENGE.
>> M. BRUMBACH: TWO PARTS, SAFE TO CHALLENGE THE STATUS QUO.
OTHER THINGS YOU ARE THINKING ABOUT THE CONVERSATION THIS MORNING WE WANT FOR OUR EMPLOYEES.
>> M. BRUMBACH: WELCOMING ENVIRONMENT.
>> C. COMPTON: WHAT DELOITTE TALKED ABOUT IN TERMS OF EMPLOYEES FEELING THEY CAN BE THEIR ATHLETIC SEVERALS.
>> M. BRUMBACH: OPPORTUNITY TO BE YUR ATHLETIC SELF AT WORK.
[01:55:01]
AND DEVELOPMENT.>> M. BRUMBACH: ANY PARTICULAR AREA?
>> P. RITTER: DIVERSITY AND INCLUSION.
>> M. BRUMBACH: ANYTHING ELSE?
>> CHAIR D. FLORES: THERE IS 10 HOURS OF REQUIRED TRAINING AND WHATEVER THEY DECIDE THEY WANT?
>> PRESENTER: THAT IS THE AVERAGE.
>> CHAIR D. FLORES: I WOULD SAY A CERTAIN AMOUNT OF HOURS PER YEAR ON DIVERSITY AND INCLUSION REQUIRES HOURS IN THAT.
>> M. BRUMBACH: DESIGNATE HOURS FOR INCLUSION.
KEY CONTRIBUTORS, TELL ME MORE ABOUT THAT.
>> STAFF FEEL LIKE THEY ARE A PART OF THE TOTAL PROCESS OF THE EVOLVING PROCESS.
>> M. BRUMBACH: PART OF THE EVOLVING PROCESS OF BEING WITH DIVERSITY AND INCLUSION.
>> HAVING OWNERSHIP, HIS ISN'T SOMETHING, [INDISCERNIBLE] IT'S SOMETHING YOU NEED TO CREATE.
>> M. BRUMBACH: ROLE IN CREATION AND OWNERSHIP.
>> M. BRUMBACH: TELL ME MORE ABOUT SECURITY.
>> CHAIR D. FLORES: WHEN HE MENTIONED THERE WAS GOING TO BE HELP TO AY IF YOU DON'T COMPLY.
IN THE IDEA OF SECURITY, IF YOU GO INTO WORK EVERY DAY WAITING FOR SOMEONE TO FIND A FAULT.
>> M. BRUMBACH: SECURING THE POSITION YOU ARE IN. SECURE PERHAPS IN THE ABILITY TO EXPRESS AN OPINION.
SAFETY AND SECURITY IN THAT REALM.
>> D. ZIMMERMANN: WILLING AND SAFE TO CHALLENGE THE STATUS QUO.
>> I THINK A PLACE YOU CAN GO PROFESSIONALLY AND GROW PERSONALLY.
>> CHAIR D. FLORES: LEARN HOW TO BE ASSERTIVE OMMUNICATORS.
AND THAT'S A SKILL SOME NEED TO LEARN.
>> M. BRUMBACH: ASSERTIVE COMMUNICATORS.
I HAD TO WORK ON THAT ONE RE RECENTLY.
>> D. ZIMMERMANN: I HAD TO TAKE A CLASS ON THAT BECAUSE MINE WOULD BE AGGRESSIVE AND I HAD TO MOVE FROM AGGRESSIVE TO ASSERTIVE.
>> M. BRUMBACH: ANY OTHERS? THIS IS A GOOD LIST, BUT OTHERS? FUN.
A PLACE YOU ENJOY BEING, UMOR.
I KNOW UPSTAIRS MY OFFICE IS NEXT TO THE MARKETING AREA.
AND THEY ARE RIPPLES OF LAUGHTER AND I FIND MYSELF LEFT OUT.
I USED TO STICK MY HEAD IN AND GO WHAT.
>> D. ZIMMERMANN: AFFINITY GROUPS.
>> M. BRUMBACH: AFFINITY GROUPS FOLKS BELONG TO.
WHAT DO YOU WANT TO DO ABOUT BRINGING THOSE TOGETHER TO BRING A MORE DIVERSE SETTING?
>> CHAIR D. FLORES: I THINK THAT'S IMPORTANT.
>> I THINK IT'S [INDISCERNIBLE] I WOULD SAY A PLACE WHERE YOUR CONTRIBUTIONS ARE VALUED.
A PLACE WHERE THE CONTRIBUTIONERIZE VALUE THEY ARE GATHERED.
>> C. COMPTON: EMPLOYS LEARN TO SIFT THROUGH THEIR BIASES TO BE MORE OBJECTIVE ABOUT THEIR COLLEAGUES THAN SUBJECTIVE.
ANY OTHER THINGS YOU WOULD LIKE TO ADD TO THE EMPLOYEE LIST BEFORE WE MOVE TO STUDENTS?
>> CHAIR D. FLORES: WE HAVE THE BEST EMPLOYEES EVER AND WE'RE THE BEST PLACE TO WORK.
>> CHAIR D. FLORES: AND HIGHER [INDISCERNIBLE] IN THE NATION.
>> M. BRUMBACH: LET'S SHIFT GEARS.
WHAT DO YOU WANT -- HOW DO YOU WANT TO DESCRIBE THE WORK AND LEARNING ENVIRONMENT FOR OUR STUDENTS?
>> CHAIR D. FLORES: WE HAVE A HIGH NUMBER OF STUDENTS TRANSITIONING SUCCESSFULLY OUT TO EITHER GRADUATION CERTIFICATE OR COMPLETION OF THE ONE COURSE THEY CAME TO GET.
>> M. BRUMBACH: MEETING THEIR GOALS.
TRANSFER GRADUATION WHERE -- FOR STUDENTS?
>> CHAIR D. FLORES: A LOT OF THEM NEED TO LEARN SOFT SKILLS.
THAT'S WHAT HERE HEAR, THEY DON'T HAVE THE SOFT SKILLS REQUIRED SO WE WORK THAT INTO THE CURRICULUM OR MAKE IT PART OF THE COURSE.
[02:00:04]
>> M. BRUMBACH: SOFT SKILLS EMBEDDED IN THE CURRICULUM.
>> CHANCELLOR MAY: THE STUDENT FEEL THEY HAVE A MEANINGFUL RELATIONSHIP WITH A MEMBER OF FACULTY OR STAFF.
>> M. BRUMBACH: THAT COMES THROUGH CONSTANTLY IN THE RESEARCH, NO MATTER WHO IT IS.
I'M REMINDED IN STAR WARS, I'M SORRY, STAR TREK, WHEN THE CADETS CAUGHT IN TROUBLE, [INDISCERNIBLE] TALKS ABOUT THE PERSON WHO CARRIES THE CULTURE OF THE PLACE.
THE PLACE THEY CAN O AND FIND OUT WHAT IS REALLY GOING ON.
YOU NEED A FEW OF THESE RUNNING AROUND I'M SURE. OTHER THINGS?
>> CHAIR D. FLORES: STUDENTS ALSO HAVE OPPORTUNITY TO BE INTERSECTIONAL IN TERMS OF RACE, ETHNICITY, DISABILITY, WHATEVER.
>> M. BRUMBACH: [INDISCERNIBLE] THE DIVERSITY AND THE COLLEGE AND INTERSECTIONALITY OF THINGS COMING TOGETHER IS IMPORTANT.
>> CHAIR D. FLORES: THEY TAKE THAT WITH THEM TO THE ORKPLACE, WHEREVER THEY ARE GOING TO BE NEXT.
>> M. BRUMBACH: IF THEY ARE COMING OUT OF A SILO THAT IS NOT THE WORKPLACE THEY ARE GOING INTO.
>> PERSONAL GROWTH OBJECTIVES.
>> M. BRUMBACH: EXCEED THEIR PERSONAL GROWTH BJECTIVES.
SPEAK TO THE GUY WHO GAVE 30 MILLION TO U.I.T. YESTERDAY.
DIDN'T KNOW IF HE WAS GOING TO STAY AFTER THE FIRST SEMESTER.
WHAT ELSE DO WE WANT FOR STUDENTSES?
>> A HIGH LEVEL OF TECHNOLOGY COMPETENCE.
THAT WILL BE A BIG PART OF THE WORKPLACE AND THE WAY WE DELIVER CONTENT AND CURRICULUM.
>> M. BRUMBACH: VERY SKILLED IN TECHNOLOGY, WHAT ELSE?
>> M. BRUMBACH: THE STUDENT OR COLLEGE? STUDENTS CAN MAKE A DIFFERENCE.
>> HELP TO FIND THEIR PLACE IN THE WORLD.
>> M. BRUMBACH: EVERY MOTHER'S DREAM.
>> BARRIERS HAVE BEEN REMOVED.
>> M. BRUMBACH: INCLUDED THE ONES WE CREATE, NOT TO MENTION THE SOCIOECONOMIC SITUATIONS.
BARRIER THREE, WHAT ELSE FOR STUDENT?
>> CHAIR D. FLORES: INCREASING NUMBER OF NONCONSUMERS BEING CONSUMERS.
>> M. BRUMBACH: INCREASING NUMBER OF NONCONSUMERS BECOMING CONSUMERS OF EDUCATION.
>> M. BRUMBACH: OTHER THINGS FOR STUDENTS IN 2025?
>> CHAIR D. FLORES: NOT TO ANOTHER PRESIDENTIAL ELECTION, IT MAY BE A WHOLE DIFFERENT PLACE.
>> DALLAS COUNTY COMMUNITY COLLEGE DISTRICT IS AVAILABLE TO EVERY STUDENT IN EVERY HIGH SCHOOL IN DALLAS COUNTY.
>> TRYING TO CREATE AN ENVIRONMENT AS WE LOOK AT THE DETERMINANTS OF EDUCATIONAL SUCCESS WHERE STUDENTS CAN BE BOTH HAPPY MENTALLY AND EMOTIONALLY AND ALSO HEALTHY PHYSICALLY.
THE ENVIRONMENT IS FOCUSING ON HAPPINESS AND HEALTH.
>> BREAK THROUGH THE GLASS CEILING.
>> THAT'S WHERE IF YOU START YOU FINISH.
>> M. BRUMBACH: THAT'S WHERE YOU START YOU FINISH.
>> CHAIR D. FLORES: WE EXPANDED THE PROMISE NETWORK TO THE UNIVERSITIES IN THE NORTH TEXAS REGION.
IF THEY WANT TO TRANSFER TO ONE OF THOSE THEY WILL GET A FULL OR PARTIAL SCHOLARSHIP IF THEIR GRADES ARE SUCH.
THAT'S ELIMINATING ONE OF THE BARRIERS.
>> M. BRUMBACH: ANY OTHER THINGS FOR STUDENTS?
THAT WE WORK AT, WORKED IT THROUGH THE STATE LEGISLATURE TO WHERE TRANSFER MINNESOTANSFER IN MEANS TRANSFER.
>> M. BRUMBACH: YOU GET IT HERE AND TAKE IT THERE.
[INDISCERNIBLE] ANY OTHER THOUGHTS?
>> CHAIR D. FLORES: THEY CAN ALSO HAVE FUN WHILE THEY ARE WITH US.
>> CHAIR D. FLORES: OUR CONCERN.
>> CHANCELLOR MAY: I KNOW THEY WILL BE COMING BACK
[02:05:02]
[INDISCERNIBLE]>> M. BRUMBACH: YES, I THEY WILL BE COMING BACK.
>> CHAIR D. FLORES: HAVE A STRONG LUMNI ASSOCIATION THAT WILL BE WILLING TO SERVE AS MENTORS FOR CURRENT STUDENTS.
>> HAVE TO HAVE BEEN A STUDENT.
>> M. BRUMBACH: HAVE TO HAVE BEEN A STUDENT.
A LOT OF GOOD THINGS ON THE BOARD BEFORE LUNCH.
I WANT TO DO FOR A FEW MOMENTS, I'M GOING TO GIVE YOU SOME DOTS.
AND ASK YOU TO HOOSE FIVE OUT OF EACH LIST, THE FIVE YOU THINK ARE MOST CRITICAL AND THEN YOU WILL GET LUNCH.
THERE IS NOTHING, YOU ARE GETTING SEVERAL COLORS IN DOTS.
SO YOU HAVE FIVE DOTS TO SPEND ON EACH.
YOU ARE EXERCISING CRITICAL THINKING.
>> M. BRAVO: FIVE ON EACH ONE?
>> M. BRUMBACH: FIVE ON EACH CATEGORY, BECAUSE YOU HAVE TO PULL THOSE FOR WHAT YOU NEED FOR THE NEXT.
>> M. BRUMBACH: YOU KNOW FROM THE PROCESS, WE'LL KEEP EVERYTHING.
[02:11:36]
OKAY, HERE ARE YOUR TOP.HIGH EXPECTATIONS OF PERFORMANCE, CHALLENGE THE STATUS QUO, AND ENVIRONMENT, AND WHERE YOUR CONTR CONTRIBUTIONS [INDISCERNIBLE] WHAT SHOULD WE CONTINUE AND THE NEXT QUESTION WILL BE WHAT IS CHANGED? WHAT SHOULD WE CONTINUE TO GET THIS OUT?
>> IS THAT AFTER LUNCH OR NOW?
>> M. BRUMBACH: [INDISCERNIBLE]
>> M. BRAVO: YOU ARE DANGLING THE CARROT.
>> CHAIR D. FLORES: I GUESS CONTINUE THE REQUIRED PROFESSIONAL DEVELOPMENT BUT MAYBE EXPAND IT SOMEWHAT AND BE INTERESTED TO KNOW THE OPTIONS UNDER THAT.
SOME MIGHT BE THROUGH ATTENDING CONFERENCES, BUT IN TERMS OF TRAINING WE DO HERE, I'M NOT SURE WHAT THAT IS.
>> WE DO A LOT OF OF TRAINING AND --
>> M. BRUMBACH: MAYBE LEADERSHIP SKILLS, MAYBE DIVERSE A AND INCLUSION.
>> I THINK SUPPORTING PROFESSIONAL DEVELOPMENT.
>> CHAIR D. FLORES: I THINK THE EMPLOYEE CELEBRATIONS WE HAVE.
>> M. BRUMBACH: EMPLOYEE CELEBRATIONS.
>> CHAIR D. FLORES: LIKE THE DIFFERENT AWARDS AND WHEN YOU GET THEM ALL TOGETHER TO CELEBRATE THOSE AWARDS.
>> M. BRUMBACH: I KNOW IT'S BEFORE LUNCH.
WE WON'T GET AN EXHAUSTIVE LIST.
>> CHAIR D. FLORES: MAYBE IN TERMS OF GROWTH PROFESSIONALLY AND PERSONALLY IT'S HARD TO SPEAK TO THAT BECAUSE I DON'T KNOW IF WE HAVE ENOUGH INFORMATION.
>> M. BRUMBACH: THIS IS A WHOLE CATEGORY, THINGS WE NEED TO CONTINUE, NOT JUST ONE LINE.
>> CHAIR D. FLORES: I UNDERSTAND THAT.
I'M SAYING THAT MAYBE WE WE'RE NOT SUFFICIENTLY INFORMED ABOUT INTERNAL PROCESSES OR THINGS THAT ARE AVAILABLE INTERNALLY FOR US TO BE ABLE TO [INDISCERNIBLE]
>> MAYBE IT'S NOT AN OPERATIONAL ISSUE.IS THE FIRST ONE UP THERE COULD BE ABOUT MAKING SURE OUR DASHBOARDS ARE SHOWING WHAT REALLY MATTERS AND CONTINUE TO DO THAT.
>> IDENTIFYING AREAS OF SUCCESS.
>> M. BRUMBACH: IDENTIFYING AREAS OF SUCCESS AND IMPROVING THEM, WHAT ELSE?
>> CHANCELLOR MAY: THIS CONVERSATION WITH THE BOARD NEEDS TO CONTINUE.
WE HAVE BEEN PUTTING THIS OFF FOR A LONG TIME.
THERE IS AN APPROPRIATE AND INAPPROPRIATE WAY FOR THE BOARD TO BE INVOLVED.
[INDISCERNIBLE] RELATE TO PREROGATIVE AND HOW THE WORKFORCE IS MANAGED AND DEVELOPED.
WE NEED TO [INDISCERNIBLE] OVERSIGHT OVER THIS SSUE.
[02:15:02]
I THINK [INDISCERNIBLE].>> M. BRUMBACH: CONTINUE THE BOARD DISCUSSION.
DIVERSITY AND INCLUSION AGENDA.
WHAT MUST CHANGE? WHAT COMES TO FIND? THIS IS WHAT YOUR -- WE'RE GOING TO CREATE THE ENVIRONMENT YOU JUST IDENTIFIED.
>> S. WILLIAMS: SO MANY [INDISCERNIBLE] DEPARTMENT SO HARD HEADED THEY WON'T GET IN.
>> M. BRUMBACH: PEOPLE NEED TO CHANGE FROM BEING SO HARD HEADED THEY WON'T GET IN OUR LEARN.
>> CHAIR D. FLORES: THAT'S THE WAY WITH A ALWAYS DONE IT.
>> M. BRUMBACH: THE ATTITUDE OF THAT'S THE WAY WE HAVE ALWAYS DONE IT.
>> CHAIR D. FLORES: WE DON'T HAVE A VALUE STATEMENT.
>> M. BRUMBACH: IT MAY NEED TO BE REDONE.
>> CHAIR D. FLORES: IF WE HAVE A VALUE STATEMENT, I EMEMBER WHEN I WAS P.S.S. PRESIDENT I WOULD USE THAT STATEMENT TO MAKE MY CASE ON CERTAIN THINGS AND I FELT SAFE TO BRING UP CHALLENGING ISSUES BECAUSE OF THE VALUE STATEMENT.
HERE IT SAYS WE NEED TO LOOK AT THE VALUE STATEMENT.
DOES IT NEED TO CHANGE? IF SO, ONCE WE HAVE A FINAL OF IT, MAKE SURE EVERYBODY HAS ACCESS TO IT.
>> M. BRUMBACH: REVIEW THE VALUE STATEMENT AND REVISE AS NEEDED AND DISTRIBUTE WIDELY AND [INDISCERNIBLE] I CAN SAY THAT.
>> CHANCELLOR MAY: WE A MORE SYSTEMIC APPROACH TOWARD TRAINING AND OPPORTUNITIES TO DISCUSS THIS ISSUE.
[INDISCERNIBLE] POP UP ORGANICALLY BUT WE NEED SOMETHING BROADER AND MORE COMPREHENSIVE AND ONGOING.
>> M. BRUMBACH: MORE OF A SYSTEMIC BASE.
>> CHANCELLOR MAY: TRAINING ISN'T A, OKAY, WELL HERE IS HOW YOU SHOULD DO IT.
IT'S AN OPPORTUNITY FOR PEOPLE TO COME TOGETHER AND SHARE PERSPECTIVES AND COLLECTIVE CONVERSATION THAT CCURS IN THAT TYPE OF EXPERIENCE IS SO VALUABLE.
>> WE HEARD THAT TODAY WHY ITIMATORS MORE THAN WHAT IN SOME CASES.
>> CHAIR D. FLORES: DELOITTE REFERENCED TALENT SURVEYS.
MAYBE DO TALENT SURVEYS, NOT AS A MEAN TO SAY I DON'T LIKE THE CHANCELLOR OR PRESIDENT, ET CETERA, ET CETERA, WHAT IS SYSTEMIC OR WHAT IS GOING ON IN THE ORGANIZATION THAT AS AN EMPLOYEE IT IS NOT GIVING ME THE OPPORTUNITY TO HAVE HIGH PERFORMANCE OR HIGH EXPECTATIONS.
SO LOOK AT MAYBE SOME TALENT SURVEYS THAR OUT THERE SO WE CAN GET A BASELINE OF WHAT EMPLOYEES ARE FEELING OVERALL.
>> M. BRUMBACH: HOW THEY ARE [INDISCERNIBLE]
>> UNDERSTAND THAT THESE ARE NOT IN OPPOSITION.
SOME EOPLE SAY IF WE HAVE A WELCOMING ENVIRONMENT WE'RE NOT SUPPORTING STANDARDS OR HIGH EXPECTATIONS AND OTHER ASPECTS.
WHAT WE'RE REALLY SAYING IS THAT WE'RE WELCOMING HIGH EXPECTATIONS, I THINK THAT CHANGE THAT WE CAN DO TO [INDISCERNIBLE]
>> M. BRUMBACH: IT'S A MULTI-DIMENSIONALITY.
IT'S A WELCOMING PLACE YOU CAN BRING YOUR BEST.
>> CHAIR D. FLORES: TRAINING THAT IS RELEVANT TO WHERE WE'RE TRYING TO GET IN TERMS OF THE ENVIRONMENT, ORGANIZATIONAL ENVIRONMENT AND CULTURE WE'RE TRYING TO CREATE FOR EMPLOYEES.
>> M. BRUMBACH: REWARD FLEX FLEXIBILITY.
GETS IN THE AY OF THE HARD HEADEDNESS.
>> S. WILLIAMS: AN EXAMINATION OF HOW WE MEASURE AND ASSESS PERFORMANCE IS GOING TO BE NECESSARY OR SOMETHING TO BE CONSIDERED AT LEAST.
>> M. BRUMBACH: MEASURE SUCCESS AND PERFORMANCE.
A LOT OF THINGS WE MEASURE PEOPLE ON BUT ARE WE MEASURING THIS?
>> M. BRUMBACH: MEASURING FOR THE WORLD IN WHICH WE WANT TO BECOME.
[INDISCERNIBLE] LET'S DO -- YES?
>> CHAIR D. FLORES: I THINK -- I DON'T KNOW WHAT PHIL SAID IS UP THERE IN TERMS OF THE BOARD
[02:20:03]
DELIBERATING ON THIS MORE OFTEN THAN WE DO.I THINK THIS IS THE FIRST TIME WOULD HAVE HAD ELIBERATION ON JUST THIS ISSUE.
>> M. BRUMBACH: [INDISCERNIBLE]
>> CHAIR D. FLORES: OKAY, I THINK WE NEED TO PUT IT ON, CHANGE TO MAKE SURE WE DON'T FORGET THAT.
>> M. BRUMBACH: [INDISCERNIBLE] OKAY.
STUDENTS, WHAT YOU SAID WAS A PLACE WHERE YOU START AND FINISH.
PROMISE NETWORK FOR ALL UNIVERSITIES TO ALLOW TRANSFER.
EXCEED PERSONAL GROWTH OBJECTIVES.
EXCEED THEIR PERSONAL GROWTH OBJECTIVES AND A HIGH NUMBER COMPLETING THE GOALS ARE PRETTY WELL TIED TOGETHER.
10 OF YOU, BUT NOT 10 OF YOU, 10 DOTS SAID YOU WANTED TO DO THAT.
>> CHAIR D. FLORES: I GUESS THE PATHS WAYS, WE HAVEN'T SEEN THE FULL RESULTS OF THAT YET BUT IT SOUNDS LIKE WE'RE ON THE RIGHT PATH SO CONTINUE THE PATHWAYS.
>> CHAIR D. FLORES: STRENGTHEN AND CONTINUE THE NETWORK APPROACH TO WHERE IT'S INTERNALIZED BY THE EMPLOYEES NO MATTER WHAT LEVEL OF EMPLOYMENT.
>> M. BRUMBACH: NO MATTER WHERE YOU GO.
>> CHAIR D. FLORES: YOU COULD ASK THE JANITOR, AND THEY WILL TELL YOU GO TO COUNSELING OR WHATEVER THE CAREER CENTER, WHATEVER.
>> CONTINUE TO PARTNER WITH THE COMMUNITY TO REMOVE BARRIERS TO EDUCATIONAL SUCCESS.
>> S. WILLIAMS: [INDISCERNIBLE] SUCCESSFUL, 50 YEARS AND STILL HERE.
[INDISCERNIBLE] THROW EVERYTHING AT THEM.
>> CHAIR D. FLORES: KEEP THE GOOD AND CHANGE WHAT IS NOT SO GOOD.
>> M. BRUMBACH: YES, KEEP THE GOOD AND CHANGE WHAT IS NOT SO GOOD.
WE STILL DON'T NEED SEVEN OF EVERYTHING.
>> CHAIR D. FLORES: CONTINUE TO WORK THE LEGISLATURE UNTIL WE GET TO WHERE WE WANT TO BE ON TRANSFER.
CONTINUE THE BATTLE FOR TRANSFER UNTIL IT SUCCEEDS.
>> CHAIR D. FLORES: HAVE A SYSTEMIC METHOD BY WHICH WE IDENTIFY BARRIERS AND ADDRESS THOSE.
>> CHAIR D. FLORES: I THINK WE DO THAT ALREADY, RIGHT? YOU STARTED US ON THE PATH?
>> WE DO BUT WE NEED TO CONTINUE OUR SURVEYS AND STUDENT EXPERIENCES.
>> CHAIR D. FLORES: CONTINUE THAT.
RIGHT NOW O WE HAVE A WAY O TRACK WHETHER OR NOT THEY ARE EXCEEDING HEIR PERSONAL GROWTH OBJECTIVES?
>> M. BRUMBACH: I DON'T KNOW THAT WE DO.
>> CHAIR D. FLORES: WE CAN'T CONTINUE ON THAT.
>> M. BRUMBACH: MAKE SURE WE'RE MEASURING DID YOU GET WHAT YOU CAME FOR AND MORE.
>> M. BRUMBACH: DID YOU GET WHAT YOU CAME FOR AND MORE.
>> CHAIR D. FLORES: I GUESS THE SAME HOLDS TRUE FOR A PLACE WHERE YOU START AND FINISH.
>> CHAIR D. FLORES: CONTINUE THAT TRACKING.
>> M. BRUMBACH: CONTINUE TRACKING.
WHAT ELSE, WHAT MUST CHANGE FOR STUDENTS?
>> CHAIR D. FLORES: RIGHT NOW WE DON'T NECESSARILY HAVE A FOOD PANTRY AT EACH COLLEGE.
>> P. RITTER: ACTUALLY WE DO NOW.
>> CHAIR D. FLORES: CONTINUE THE FOOD PANTRY.
>> P. RITTER: WE HAVE PEOPLE TRAINED NOW.
>> CHAIR D. FLORES: I CONTINUE THE DART.
>> M. BRUMBACH: CONTINUE THE FOOD AND TRANSPORTATION RESOURCES.
>> CHAIR D. FLORES: DO YOU KNOW IF WE HAVE SUCCESS AT BERTHA?
AND I PERSONALLY MONITOR THE DATA ON A MONTHLY BASIS.
THEY ARE PARTNERING TO MAKE CHANGES TO BETTER ALIGN WITH STUDENTS' NEEDS.
>> CHAIR D. FLORES: IT IS SHOWING A POSITIVE IMPACT?
>> P. RITTER: WE KNOW WHAT THEY ARE SEARCHING FOR AND WHAT THEY ARE NOT SEARCHING FOR, SO WE CAN TELL WHEN WE SOLVE THE PROBLEM, TRANSPORTATION HAS DROPPED
[02:25:05]
DRAMATICALLY.>> P. RITTER: [INDISCERNIBLE] INITIATIVE.
>> M. BRUMBACH: FOLLOW THAT INITIATIVE.
>> I THINK THE DISTRICT DOES A GREAT JOB IN ALIGNING TO THE NEEDS OF EMPLOYERS AND WORKPLACE.
MAYBE THAT IS A CONTINUED THING.
THAT'S ALSO GOING TO CHANGE TREMENDOUSLY.
AND WE'RE GOING TO NEED TO CHANGE OUR CURRICULUM.
AND MAYBE THE NATURE OF SOME OF THE SKILLS THAT ARE IN THE WORKFORCE HERE TO EFFECTIVELY PLACES WHERE JOBS EXIST.
>> M. BRUMBACH: PERHAPS ADAPT TO WORKFORCE REQUIREMENTS WITH DE INDUSTRY ALIGNMENTS AND REQUIREMENTS. GEN-Z IS COMING IN AT A WHOLE DIFFERENT PLACE.
ANY OTHER WHAT MUST CHANGE? THIS IS BETWEEN YOU AND LUNCH.
>> CHAIR D. FLORES: NOW WE'RE GOING OVER WITH WHAT WAS CHANGED?
>> M. BRUMBACH: MORE NAVIGATORS.
>> CHAIR D. FLORES: LOWER STUDENT TO ADVISER RATIOS.
>> M. BRUMBACH: LOWER STUDENT TO ADVISER RATIOS.
>> CHAIR D. FLORES: ARE WE ALLOCATING ENOUGH OF OUR PERCENTAGE OF BUDGET TO STUDENT SUCCESS EFFORTS? WE'VE TO LOOK AT THAT TO SEE IF POSSIBLY THAT HAS CHANGED.
>> M. BRUMBACH: ALLOCATION FOR BUDGET OF STUDENTS.
>> P. RITTER: THE TECHNOLOGY PLATFORM [INDISCERNIBLE].
>> M. BRUMBACH: TECHNOLOGY PLATFORM THAT WORKS.
>> CHAIR D. FLORES: MORE, AGAIN, MORE UNIVERSITIES BEING PART OF THE DALLAS PROMISE.
>> M. BRUMBACH: INCREASE THE NUMBER OF UNIVERSITIES IN THE DALLAS PROMISE.
>> P. RITTER: AND MORE HIGH SCHOOLS.
>> M. BRUMBACH: AND HOAR HIGH SCHOOLS.
>> CHAIR D. FLORES: WHAT DO WE WANT TO JUSTIFY AS HIGH NUMBERS, 75, 80, 85? MAYBE PUT A TARGET NUMBER.
>> CHAIR D. FLORES: PUT AN ACTUAL NUMBER INSTEAD OF HIGH NUMBER.
>> M. BRUMBACH: WE HAVE OVER HERE A HIGH NUMBER OF GRADUATION TRANSFER, ET CETERA. SPEAKERS]
>> P. RITTER: THAT IS IN THE GOALS ISN'T IT? WE CAN DO OUR OWN AS WELL.
>> M. BRUMBACH: SET GOALS FOR COMPLETION.
>> CHANCELLOR MAY: I WOULD SAY CONTINUE TO GROW PETECH.
>> CHAIR D. FLORES: CONTINUE TO GROW PARTNERSHIPS WITH CORPORATIONS FOR EITHER APPRENTICESHIPS OR INTERNSHIPS OR JOB PATHWAYS FOR OUR STUDENTS.
>> M. BRUMBACH: ANY OTHER THOUGHTS ON THIS? WE'LL GET IT BACK TO YOU, EVERY WE PUT ON THE BOARDS.
>> CHAIR D. FLORES: IT IRKS ME WHEN PEOPLE SAY WE'RE THE BEST KEPT SECRET, WE'RE NOT A SECRET.
SO WE MUST CHANGE PEOPLES' PERCEPTION THAT WE'RE A BEST-KEPT SECRET.
>> S. WILLIAMS: [INDISCERNIBLE]
>> CHAIR D. FLORES: WE AREN'T A SECRET SO IT BOTHERS ME.
WE'RE NOT A SECRET ANYMORE, IT WAS 20 YEARS AGO.
>> M. BRUMBACH: PART OF THE CHANGE IS ACKNOWLEDGING WE'RE NOW LONGER THE BEST KEPT SECRET.
>> CHAIR D. FLORES: WE'RE THE BEST KEPT RESOURCE FOR STUDENTS, FEMALES, ET CETERA.
>> P. RITTER: DO WE HAVE A DEFINED TRACK OF COMMUNITY, CIVIC INVOLVEMENT, CITIZENSHIP? IS THAT SOMETHING WE?
>> M. BRUMBACH: WE DO BUT THAT IS --
>> COLLEGES HANDLE THAT DIFFERENTLY BUT ALMOST ALL HAVE SOMETHING.
>> [INDISCERNIBLE] COMMUNITY LEADERSHIP.
>> CHANCELLOR MAY: IT SEEMED LIKE THERE IS A SENSE OF COMMUNITY THAT UILT UP AROUND PHI BETA KAPPA STUDENTS AND THINGS THEY DO.
THERE MAY BE AN OPPORTUNITY, TO EXCEED THE PERSONAL GROWTH OBJECTIVES TO FIND SOMETHING DIFFERENT IN TERMS OF LEADERSHIP
[02:30:01]
FOR OUR STUDENTS.>> CHAIR D. FLORES: MAYBE FOLLOWING THE PHI BETA KAPPA MODEL, [INDISCERNIBLE].
>> M. BRUMBACH: I THINK WE SHOULD CALL LUNCH.
>> CHAIR D. FLORES: WHAT TIME IS IT? WE HAVE TO HOLD EVERYONE HERE UNTIL --
>> CHAIR D. FLORES: WE'RE AT LUNCH UNTIL --
>> M. BRUMBACH: THIS IS IT FOR THIS PART.
WE'RE LOOKING AT THE STRATEGIC PRIORITIES TO SEE IF THERE ARE THINGS WE NEED TO CHANGE.
WE HAVE NEW NUMBERS ON THE IMPACT.
THAT WILL BE PART OF THE BACKGROUND FOR THAT SECTION.
>> CHANCELLOR MAY: I THINK THE BOARD NEEDS TO BE MORE INVOLVED IN LEADERSHIP DEVELOPMENT.
>> CHAIR D. FLORES: HOW WOULD WE DO THAT? WITHOUT SAYING IT'S A POLICY.
>> CHANCELLOR MAY: [INDISCERNIB] MR. BOCK USED TO INVITE BOARD MEMBERS TO SPEAK TO HIS POLITICAL SCIENCE CLASS.
YOU HAD TO BE INVOLVED IN THAT.
AND SINCE HE RETIRED, NOBODY HAS CALLED ME.
>> M. BRUMBACH: WE'LL SEE THAT GETS IXED.
WE HAD A REPRESENTATIVE OF [INDISCERNIBLE]
>> M. BRUMBACH: MAYBE THE COMPLICATIONS, MAYBE WE ACH GO TO A GRADUATION BECAUSE THAT IS FACULTY AND STAFF.
>> I KNOW YOU WILL HAVE AN OPPORTUNITY TO DISCUSS THIS WITH THE PRESIDENTS, I WOULD LOVE TO HEAR THEIR FEEDBACK ON THIS, WHAT IS MISSING.
>> I THINK WE'RE DIRECTALLY HERE AS WE DRILL DOWN AND GET INTO SOME OF THE SPECIFICS THAT IS GOING TO MATTER AS WE GO FORWARD.
I THINK THAT NEEDS, WHAT WE DO NEXT WILL HELP US PRIORITIZE AND TRANSLATE THE ACTIONS THAT [INDISCERNIBLE].
>> M. BRUMBACH: I THINK WE HAVE BEGUN A GOOD CONVERSATION.
>> CHAIR D. FLORES: I THINK, THE CHANCELLOR EVERY YEAR MAKES A VISIT TO EACH COLLEGE TO DISCUSS WHERE THE BOARD PRIORITIES OR STRATEGIC PRIORITIES, SOME OF THE PROGRAMS THAT ARE OMING ON BOARD OR ET CETERA, THAT EMPLOYEES HAVE THE ABILITY TO HEAR DIRECTLY FROM HIM AND NOT [INDISCERNIBLE] TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, 10 TIMES, WHERE THE BOARD IS HEADED AND WHAT WE'RE DOING TO IMPLEMENT THAT.
>> S. WILLIAMS: YOU MENTIONED [INDISCERNIBLE] GRADUATIONS.
SENDING GRADUATION SEVEN DIFFERENT WAYS [INDISCERNIBLE] FROM THE TIME THEY GET THEIR TO THE TIME THEY LEAVE IS DIFFERENT.
SEVERAL PEOPLE TOLD ME OVER THE YEARS, THAT'S THE WAY WE HAVE ALWAYS DONE IT.
[INDISCERNIBLE] I DON'T KNOW WHERE THAT GOES.
I'LL TELL YOU NOW [INDISCERNIBLE].
>> M. BRUMBACH: SUGGESTION TO REVIEW GRADUATIONS? MORE UNIFIED APPROACH? NOW IT'S LUNCH.
[3. Compression Planning Session: Review and Reaffirmation of Strategic Priorities Presenter: Mary Brumbach]
>> M. BRUMBACH: THIS PART OF THE SESSION I'M GOING TO GO THROUGH [INDISCERNIBLE] IN JUST A MOMENT.
THE OVERALL PURPOSE IS TO SHOW THE RELATED OBJECTIVES.
CONTINUES TO ALIGN WITH THE MISSION [INDISCERNIBLE] HIGHER EDUCATION AND OUR PURPOSE TO ENSURE DALLAS COUNTY [INDISCERNIBLE] FOR FUTURE GENERATIONS.
ARE WE STILL ALIGNED AND DOING WHAT [INDISCERNIBLE].
THE PURPOSE OF THIS SESSION TO REVIEW AND REAFFIRM STRATEGY PRIORITY SIES TO NSURE THE DISTRICT IS [INDISCERNIBLE] EMPLOYERS AND COMMUNITIES.
TO FOCUS ON DAY-TO-DAY OPERATIONAL ISSUES AND DISCUSS THE HOW AND [INDISCERNIBLE] ASPECTS.
[02:35:01]
THAT IS WHAT THE COLLEGES DO.THE [INDISCERNIBLE] OF DALLAS COUNTY.
SYSTEMWIDE COUNTY WO WIDE NEEDS AND FOCUS ON [INDISCERNIBLE] VERSUS NETWORK BASE EMPLOYER AND [INDISCERNIBLE].
>> CHAIR D. FLORES: IF ONE OF US IS GOING INTO THAT AREA, YOU WILL GET US BACK? CORRECT? OKAY.
>> M. BRUMBACH: I LEFT MY CANE OVER THERE O I MIGHT HAVE TO [INDISCERNIBLE].
>> CHAIR D. FLORES: REMEMBER THE TALENT SHOW WAY BACK WHEN? BLACK AND WHITE? YEAH.
>> THIS MAY NOT BE THE RIGHT PLACE.
THERE IS A POLICY ROLE THE BOARD HAS AND A MANAGE ROLE THE CHANCELLOR HAS AND LOF INFORMATION RELATE TO PROGRESS TO OUR GOALS WE'RE NOT PRIVY TO.
I DON'T KNOW WHEN, IT WOULD BE HELPFUL TO GET A REPORT ROM THE CHANCELLOR ON PROGRESS ON STRATEGIC GOALS.
WHAT IS YOUR ASSESSMENT AND MAYBE THAT IS A DISTRICT THING OR PART OF THE BUDGET.
I JUST GOING BACK TO THE STRATEGIC FRAMEWORK WE INPLACE AND YOU TELL US WHAT YOU THINK.
>> CHANCELLOR MAY: WE'RE GOING TO HEAR SOME OF THAT RIGHT NOW.
>> M. BRUMBACH: IN CONJUNCTION WITH THAT THESE ARE OUR PRIORITIES BUT YOU HAVE A DEVELOPED STRATEGIC PLAN TO IMPLEMENT THE PRIORITIES?
>> P. RITTER: I WILL SHARE WITH YOU AS I DO THE ANNUAL PLAN AND GOING FORWARD.
>> M. BRUMBACH: THIS IS THE [INDISCERNIBLE] PRETTY AMAZING.
OVERALL ENROLLMENT GROWTH FROM FALL 2013 TO 2018 IS 13.1%, ABOUT THE SIZE OF ANOTHER WHOLE COLLEGE.
THE DALLAS COUNTY PROMISE IF YOU LOOK, 82% OF THE 2016, 2017 ARE STILL ENROLLED.
>> THAT WOULD NORMALLY BE LESS THAN 50% OF THE START.
>> M. BRUMBACH: 14 POINTS HIGHER THAN HE AVERAGE RETENTION OF 68%.
WE'VE INCREASED EARLY COLLEGE HIGH SCHOOL AND PETECHS BY 72%.
AND WE'RE GOING TO BE AT WHAT, 41? AT LEAST DEPENDS ON HOW MANY GARLAND TAKES OVER.
88% OF 2016-17 STUDENT REMAIN AT EARLY COLLEGE HIGH SCHOOL.
AND AGAIN, 11% HIGHER HAN THE NOT ACHA STUDENT.
WE HAVE NEW STUDENTS ENROLLED IN FALL OF 2017, 18.
>> CHAIR D. FLORES: YOU ARE TALKING ABOUT LET'S SAY THEIR THE COLLEGE HIGH SCHOOL SAMUEL 88% CAME BACK FROM THE PRIOR YEAR TO THE NEW ONE.
THAT NUMBER DIDN'T CORRESPOND FOR THE REGULAR STUDENTS, IS THAT WHAT YOU ARE TALKING ABOUT? HIGH SCHOOL DROP OUTS?
>> M. BRUMBACH: 88% ARE CONTINUING OUT OF EARLY COLLEGE HIGH SCHOOL.
78% INCREASED BETWEEN 2012 AND 2017.
89% OF DUAL CREDIT, 2016 GRADUATES, 69%, SORRY.
92.1% FIRST YEAR RATE, WHICH IS HUGE.
AND THEN THE ONE THAT THE FOUR-YEAR GRADUATION RATE FOR THE 2013 HIGH SCHOOL GRADUATES FOR DUAL CREDIT, 49.8% ACTUALLY GOT THROUGH WITH A COLLEGE DEGREE.
>> S. WILLIAMS: IS THAT 18% OR 18% POINTS?
>> M. BRUMBACH: 18% HIGHER THAN THE NON-DUAL STUDENTS.
>> CHAIR D. FLORES: IN TERMS OF 78% DUAL CREDIT ENROLLMENT INCREASE, I REMEMBER WHEN WE HAD OUR FIRST STRATEGIC PLANNING SESSION WITH JOE IN 2014 WE WANTED AN INCREASE IN DUAL CREDIT.
OH, MY GOD, THIS IS FAR MORE THAN I EXPECTED.
I DIDN'T ENVISION ANYTHING CLOSE TO THIS.
>> M. BRUMBACH: YOU WILL SEE IN THE CHART NEXT TO IT, WE HAVE 19781 ENRO ENROLLMENTS IN DUAL CRE CREDIT.
[02:40:01]
FLIPPING THE PAGE.>> S. WILLIAMS: WE HAD DONE OR IS SOMEBODY DOING AN EXTERNAL, THIRD PARTY EVALUATION OF THE PROMISE AND THE DUAL CREDIT PROGRAMS AND IN PARTICULAR, TO REALLY DEMONSTRATE, PARTICIPATION NUMBERS ARE GREAT.
BUT THAT THE RIGOR IS THERE AS WELL AND THEY ARE EQUALLY PREPARED IN PERFORMING AS WELL AS THEY OTHERWISE WOULD HAVE IF THEY HAD GONE THE STANDARD ROUTE ON EVERYTHING WE EXPECT THEM TO DO.
>> CHANCELLOR MAY: LET ME COMMENT N SEVERAL OF THOSE, I MAY HAVE PY PYEPER WILKINSS COME IN ON THIS AND SOME OF WHAT WE'RE DOING.
AS A PART NOW OF THE 43 HIGH SCHOOLS THAT WE'RE WORKING WITH, I THINK THE 41 PETECH, EARLY ON WE PRETEST WITH THE REQUIRED STATE TESTING, HOPEFULLY COMING OUTTHE EIGHTH GRADE.
WE KNOW WHAT THE BASELINE DATA IS TO BEGIN.
WE THEN ARE WORKING ON READING SKILLS IN THE NINETHS GRADE, WRITING IN THE 10TH.
WHAT WE'RE SEEING IS ABOUT TWICE THE STUDENTS IMPROVING AT OVER THE TWICE THE RATE OF OUR NORMAL STUDENT.
THESE ARE COMING IN COLLEGE READY AT A MUCH HIGHER LEVEL THAN THE NORMAL STUDENT WOULD BE THAT ARE THERE.
BUT THERE ARE OTHER THINGS THAT ARE TAKING PLACE THAT ARE THERE.
WITH OUR DUAL CREDIT, UNLIKE A LOT OF WHAT YOU HEAR OUT THERE, IS THAT FOR THE MOST PART THESE STUDENTS ARE PROVIDING TRANSPORTATION AS PARTS OF THE ARRANGEMENT BY THE SCHOOL DISTRICT.
COMING ONTO THE CAMPUS AND GOING INTO THE REGULAR CLASSROOMS. THEY ARE GETTING NO DIFFERENT TEACHING AND LEARNING EXPERIENCE THAN ANY OTHER STUDENTS THAT WILL BE ENROLLED WITH US.
AS WE LOOK AT THIS, THERE IS OBVIOUSLY NOT JUST ONE OF THESE FACTORS THAT IS CAUSES THE STUDENTS TO ENROLL, STAY ENROLLED BE MORE SUCCESSFUL, COMPLETING, MORE SUCCESSFUL IN TRANSFERRING, GETTING EVERYONE TO WORK TOGETHER.
WWE SAID, HIGH SCHOOL YOU DO YOUR PART AND WHEN YOU ARE THROUGH WITH THEM, IF THEY HAPPEN TO COME OUR WAY WE'RE HAPPY TO TAKE THEM AND PICK UP WHERE YOU LEFT OFF IN THE PROCESS.
NOW, WE'RE WORKING COLLABORATIVELY COMING OUT OF THE EIGHTH GRADE.
SO THAT WE'RE UNDERSTANDING THE PROBLEMS, WE'RE UNDERSTANDING THE CHALLENGES.
THE SCHOOL DISTRICTS HAVE A GREATER UNDERSTANDING OF OUR EXPECTATIONS AND NEEDS.
AND WHAT ARE THE CHALLENGES OF STUDENTS? THE HAP HAND OFFS ARE PROBLEMATIC.
IF YOU LOOK AT THESE, FROM THE PROMISE THAT'S OWNING THE TRANSITION.
I JUST SAW TODAY WE'RE AT ALMOST 16,000 OUT OF THIS YEAR'S ELIGIBLE COHORT HAVE PLEDGED, THAT IS 95% OF THE GROUP.
THE DUAL CREDIT EARLY COLLEGE PATHWAYS AND PETECH IS ABOUT MANAGING THE PATHS WAY STARTING EARLIER AND NOT TAKING ANYTHING FOR GRANTED ALONG THE WAY AND TYING THEM TO THE ARREARS.
THE OTHER PIECE IS FOR MOST OF THE SCHOOLS THE EMPLOYERS THAT ARE PARTNERS GIVE OUR TUDENTS FIRST IN LINE OPPORTUNITIES FOR CAREERS AND JOBS.
THAT'S THE OTHER BIG PAY OFF WE DON'T YET HAVE THE DATA ON.
WE'RE A COUPLE OF YEARS AWAY FROM KNOWING WHAT ARE THE SALARIES OF THE STUDENTS AND WHAT ARE THE JOBS.
WE'RE SEEING THE INCREASE IN TRANSFER.
MEANING WHAT THEY START HEY HAVE A LIKELIHOOD TO FINISH.
I'M GOING TO FINISH, TALKING ABOUT THE GREATER TEXAS FOUNDATION.
>> CHAIR D. FLORES: WE SUBMITTED A PRO POPAL TO THE GREATER TEXAS FOUNDATION AND ASKED THEM TO FUND AN EVALUATION THAT WOULD HELP US UNDERSTAND IF EVERYTHING WE'RE DOING, BREAKDOWN BARRIERS FOR STUDENTS S WORKING.
THEY AWARDED US A COUPLE THOUSAND DOLLARS TO DO THAT.
WE HAVE CONTRACTED WITH SARAH GOLD GRAB WHO IS AN AUTHOR AND RESEARCH, SHE DID THE WISCONSIN HOPE SURVEY.
HSHE STARTED A REAL COLLEGE MOVEMENT TALKING AROUND THE COUNTRY.
YOU SEE HER EVERYWHERE, AFTER CONFERENCE, RIGHT JOE? I LOTS OF PLACES TALKING ABOUT WHAT IT TAKES TO BE SUCCESSFUL IN COLLEGE.
IT'S SO MUCH MORE THAN PAYING FOR SOMEBODY'S TUITION OR B BOOKS.
[02:45:01]
DART IS ONE OF THOSE, THE FOOD PANTRIES IS ONE.AUNT BIRTHA, THE EVALUATION WE'RE WORKING ON IS TO LOOK AT THE SUPPORTS AND HELP US UNDERSTAND ARE THEY WORKING, WHAT DO WE NEED TO CHANGE, WHAT DO WE NEED TO DO BETTER OR DIFFERENT AND WHAT ELSE DO WE NEED TO DO WE HAVEN'T THOUGHT OF.
SHE MADE HER FIRST TRIP TO DALLAS ND INTERVIEWED SEVERAL FOLKS.
SHE'LL VISIT FOUR COLLEGES AND TALKING TO STUDENTS.
WE'RE GOING TO INITIATE IN THE STUDY AND HOPEFULLY WE HAVE A FOLLOW-ON STUDY.
A DIFFERENT PART OF AN EVALUATION AND THAT IS TO TRY TO CONNECT WITH THE STUDENTS WHO DON'T SHOW UP AT OUR DOOR STEP.
WE CAN ALK TO THE ONES THAT ARE HERE AND UNDERSTAND HOW THEY GOT HERE AND IF WE'RE HELPING THEM.
THE HARDER THING IS TO CONNECT WITH THOSE THAT DIDN'T COMPLETE THE PROCESS.
MAYBE THEY COMPLETED THE PLEDGE OR FAFSA BUT DIDN'T ENROLL, THAT IS WHAT THEY STUDY IS ABOUT.
>> CHANCELLOR MAY: WHEN WILL THE EVALUATION BE COMPLETE?
>> PRESENTER: PROBABLY THE SUMMER AND PUBLISHED IN THE FALL I WOULD GUESS, THAT IS A BEST GUESS.
>> CHANCELLOR MAY: WE'LL MAKE THAT PUBLIC.
I SHOULD POINT OUT THE LOWER RIGHT-HAND WHERE YOU HAD DUAL CREDIT THAT CAME OUT OF A STUDY AS WELL.
THIS IS AN EVALUATION DONE BOY THE COORDINATING BOARDTI LOOKING AT PROGRAMS, THEY DEVELOPED A REPORT FOR EACH INSTITUTION.
>> M. BRUMBACH: ON THE BACK YOU WILL SEE [INDISCERNIBLE] THIS IS ONE-YEAR ATA.
>> PRESENTER: CERTIFICATES BY 153 AND TRANSFERRED 15120 THOUSANDS, INCREASE OF 2100.
IF E GET THE TRANSFER THING UNSNARLED, I WOULD IMAGINE IT WILL GO HIGHER.
I WANTED YOU TO SEE IT IN A SLIGHTLY DIFFERENT FORMAT IN TERMS OF WHAT IS AKING A DIFFERENCE.
THE PROCESS TODAY MAYBE FAST OR SLOW, I DON'T NOW WHAT YOU WILL END UP DOING WITH IT.
LET ME EXPLAIN WHAT WE'RE GOING TO DO.
WE'RE GOING TO GO THROUGH EACH ONE OF THE FIVE PRIORITIES.
THE 6530 UNDERSCORES EVERYTHING.
WE'RE LOOK AT INCOME DISPARITY, STREAMLINE NAVIGATION, AND SERVING AS A PRIMARY, YES?
>> CHAIR D. FLORES: I HAVE SEEN THAT EARLIER, WHAT DOES THAT MEAN? COORDINATING BOARD SUCCESS POINTS AT THE BOTTOM OF THE FIRST PAGE?
>> M. BRUMBACH: THIS IS EARLY DATA.
WE'RE 7,000 SOMETHING POINTS OVER LAST YEAR.
>> CHAIR D. FLORES: WHAT DOES THAT MEAN?
>> CHAIR D. FLORES: YEAH, BUT WHAT IS THE POINTS BASED ON.
WE'RE DOING BETTER IN THE DIFFERENT AREAS?
>> P. RITTER: THE SEVEN COORDINATING CRITERIA.
>> PRESENTER: THIS IS THE LEGISLATIVE COUNTING YEAR THAT INCREASE IN SUCCESS POINT WILL COME BACK TO US AND INCREASE STATE APPROPRIATIONS, OUR ENROLLMENT GROWTH HAS BEEN UP COMPARED TO THE FACT WE HAVE THE LARGEST INCREASE I BELIEVE OF ANYBODY.
BUT OUR SUCCESS POINTS ARE ALSO ADDING TO THAT.
SO WE SHOULD SEE A HEALTHY INCREASE IN STATE APPROPRIATIONS WHERE THEY HAVE BEEN FLAT FOR A NUMBER OF YEARS.
THIS IS THE BEST TIME TO SEE SOME OF THOSE NUMBERS.
AS MARY HAS SAID, IT LOOKS LIKE WE TURNED THE CORNER ON A LOT OF THINGS AND START TO MOVE UP FROM THE BOTTOM.
>> M. BRUMBACH: YOU MUST HAVE READ MY MIND.
>> NOT QUITE THE LARGEST ONE-YEAR JUMP BUT FOR OUR SIZE, THE LARGEST.
>> PRESENTER: THAT IS A 7% PLUS GROWTH AND SUCCESS POINTS IN ONE YEAR.
>> CHAIR D. FLORES: WHEN WILL WE HAVE A [INDISCERNIBLE]
>> PRESENTER: THE LEGISLATURE IS WORKING ON IT.
WE HAVE THE EARLY APPROPRIATION BILLS.
BUT YOU DON'T BELIEVE THAT UNTIL IT ETS TWO MONTHS DOWN THE LINE.
>> CHANCELLOR MAY: CERTAINLY BY MAY.
>> CHAIR D. FLORES: WHERE WE RANK IS WHAT I MEAN.
>> PRESENTER: OH, MARY SAID THESE ARE THE PRELIMINARY NUMBERS.
IT TAKES A WHILE FOR THE COORDINATING BOARD TO GO THROUGH IT.
THEY GET INTO THE THREE-YEAR AVERAGE.
I WOULD HOPE THAT MAYBE BY THE -- THEY HAVE T TO HAVE
[02:50:03]
THEM BY THE TIME THEY FINISH, FOR STATE APPROPRIATION SO A COUPLE OF MONTHS.>> CHAIR D. FLORES: THAT BEGINS TO MOVE US OUT OF THE BOTTOM FIVE AND 10.
IF THAT HAPPENS WE NEED TO THROW A DISTRICT-WIDE PARTY AT JACK'S BACK YARD OR SOMETHING.
WHAT I WANT TO DO IS GO THROUGH THE STRATEGIC PRIORITIES.
IF YOU HAVE REVISIONS, WE'LL CAPTURE THAT.
WE WON'T TRY O WORD SMITH TODAY.
WE'LL TAKE INPUT AND COME BACK TO YOU WITH A SUGGESTION ON HOW WE DEAL WITH IT.
IT'S PERFECTLY ALL RIGHT IF YOU CHANGE NOTHING OR EVERYTHING.
BUT I SHOULD REMIND YOU, THESE ARE EMBEDDED IN THE WAY WE'RE MOVING FORWARD WITH HOW THINGS ARE GOING ON WITH THE DISTRICT.
ONCE WE FINISH THIS PROJECT WE TAKE EACH STRATEGIC PRIORITY AND GO THROUGH THE LIST OF THINGS INCLUDED ON THIS SHEET THAT YOU HAVE TO SEE IF THERE ARE CHANGES OR ADJUSTMENTS.
IT'S REALLY A REAFFIRMATION, OF WHAT YOU UNDERSTAND TO DO.
>> CHAIR D. FLORES: WE MEET THE GOAL IS THERE A REASON IT'S NOT ON THERE?
>> M. BRUMBACH: IT'S EMBEDDED ALL THE WAY THROUGH [INDISCERNIBLE].
TO BEGIN, THE PRIORITY OF IMPACT INCOME DISPARITY THROUGHOUT OUR COMMUNITY.
NO CHANGE, REAFFIRM, YOU HAVE A REVISION OR SOMETHING YOU WANT TO DO WITH THAT?
>> M. BRUMBACH: WE MEASURE THAT BY THE REDUCTION OF POVERTY, WHICH WE'RE SEEING ACTUALLY.
IT'S NOT A DIRECT RELATIONSHIP TRUSTEE RITTER, YOU CAN'T DO THAT BECAUSE THERE ARE TOO MANY VARIABLES.
>> CHAIR D. FLORES: WHEN JOE BROUGHT THE STATISTIC WE WERE THIRD IN THE NATION, NOW WE'RE EIGHT OR NINTH NOW?
>> M. BRUMBACH: I THINK IT'S CLOSE TO THAT.
>> CHAIR D. FLORES: I SAW IT RECENTLY, AT U. AND T. AT THE PRESENTATION THERE.
I CAN'T REMEMBER EIGHT OR NINTH.
DEFINITELY WE'RE MAKING POSITIVE MOVEMENT THERE.
BUT HOW MUCH WE IMPACTED THAT.
>> P. RITTER: I HAVE A QUESTION ON THAT.
THERE ARE SOME WE'RE INFERRING AN IMPACT.
I THINK DIRECTIONALLY WE'RE SEEING REALLY PROMISING DATA COME FORWARD YET ON THIS.
I DON'T BELIEVE WE HAVE THE RESULTS.
FOR EXAMPLE, WE'RE ONLY NOW RECRUITING OUR THIRD COHORT FOR THE PETECH HIGH SCHOOL.
WE KNOW WE'RE GETTING INDIVIDUALS INTO THESE PROGRAMS THAT WOULD HAVE NOT FINISHED MUCH LESS GO TO COLLEGE.
WE'RE SEEING THOSE STUDENTS ONCE ENROLLED COMPLETE THE COURSES AND REENROLL IN THE SPRING SEMESTER.
MORE STAYING IN, GOING ON, WE DON'T YET RAHAVE THEM GRADUATING AND GETTING JOBS AND LOOKING AT THAT INCOME IN TERMS OF WHAT IS HAPPENING TO THEM.
>> P. RITTER: IT IS A DATA CHALLENGE.
HOW DO YOU CREATE AN ARCHITECTURE AND ANALYTICS.
RATHER THAN THEYING WE'RE GOING TO COME TO [INDISCERNIBLE] AROUND THE COMMUNITY THERE IS A LOT OF THAT WE DON'T CONTROL.
WHAT WE HAVE IN OUR CONTROL ARE THE ECONOMIC CIRCUMSTANCES OF THE STUDENTS THAT COME HERE AND WHO WE SERVE WHO ARE PREDOMINANTLY FROM ECONOMICALLY DISADVANTAGED CIRCUMSTANCES.
IF WE COULD MAYBE THINK ABOUT HOW TO CAPTURE.
>> THAT IS EXACTLY HOW WE TRANSLATE THE GOALS WHEN WE TALK ABOUT SERVING.
WE'RE INTENTIONAL IN SERVING THE HIGH SCHOOLS FIRST THAT HAVE THE HIGHEST ECONOMIC NEED OF THE STUDENT BODY WITHIN THAT.
THAT HAS BEEN BECAUSE OF THIS IS TARGETING APPROACH.
LOOKING AT WAYS WE BRING MORE STUDENTS IN.
BUILDINGADDITIONAL SUPPORT TO MAKE THAT HAPPEN.
IF WE WEREN'T SERVING THIS POPULATION, WE WOULDN'T FOCUS ON PUBLIC TRANSPORTATION OR THE FOOD PANTRIES OR OTHER THINGS.
THIS IS A DRIVER OF GOALS AND ACTIONS WE'RE TAKING TO MEET THE GOALS THROUGHOUT.
I THINK UNDERNEATH THAT THERE IS A LOT OF CLARITY.
>> CHAIR D. FLORES: IF YOU LOOK AT THE STRATEGIC PRIORITIES, THERE IS TARGETS.
[02:55:06]
UNDER TAB THREE.>> M. BRUMBACH: THESE ARE THE TOP-LEVEL PRIORITIES.
THERE ARE SECTIONS UNDER EACH WE CAN LOOK AT MORE CLOSELY AS WE GO THROUGH TODAY.
SO WHEN ARE WE GOING TO DO THAT?
>> M. BRUMBACH: WHAT WE'RE GOING TO DO IS WALK THROUGH THE OBJECTIVES LISTED UNDER THESE MAJOR CATEGORIES ONCE WE DETERMINE YOU STILL WANT TO GO THIS WAY AND SEE IF THERE ARE THINGS WE NEED TO CHANGE.
WHAT TRUSTEE RITTER MIGHT BE INCLUDED.
>> P. RITTER: I THINK IT'S HELPFUL TO LOOK AT HOW THE BOARD PUT OTHER ITEMS TO GIVE DIRECTION.
>> M. BRUMBACH: WE CAN START THERE IF YOU WANT.
I WAS GOING TO DO A QUICK CHECK AND WE CAN FIX IT IF Y YOU WANT TO.
IS ECONOMIC DISPARITY A MAJOR GOAL?
>> M. BRUMBACH: [INDISCERNIBLE] REVISION OF IT.
HOW ABOUT STREAMLINE NAVIGATION IN OUR SYSTEM AND BEYOND.
THAT'S THE WHOLE TRANSFER HAND OFF EVERY.
>> M. BRUMBACH: CHECK MARK ON THAT.
IMPLEMENT THE HIGHER EDUCATION NETWORK.
AND THEN TO SERVE AS THE PRIMARY PROVIDER IN THE TALENT SUPPLY CHANGE THROUGHOUT THE REGION, STILL A YES?
LET'S GRAB THE FIRST BOARD AND GO THROUGH THE NUTS AND BOLTS OF IT.
>> CHAIR D. FLORES: WE'RE BASICALLY SAYING WE DON'T WANT TO ADD ANYMORE PRIORITIES?
>> CHAIR D. FLORES: THE PLANNING EXERCISE IN TERMS OF HOW WE BRING THAT OUT.
>> P. RITTER: A PRIORITY BASED ON THE DISCUSSION WE HAD THIS MORNING?
>> M. BRUMBACH: THAT CAN HAPPEN.
>> CHAIR D. FLORES: CREATE A DIVERSE AND INCLUSIVE --
>> P. RITTER: [INDISCERNIBLE] HIGHER EDUCATION OR SOMETHING CATCHES ALL THAT.
>> CHAIR D. FLORES: IT'S UNDER IMPLEMENT HIGHER EDUCATION NETWORK, THE FOURTH ONE, TRACK, DEVELOP AND RETAIN HIGH-QUALITY DIVERSE STAFF.
IT SAYS NOTHING ABOUT THE INCLUSIVENESS.
>> M. BRUMBACH: IF WE ADD ANOTHER ONE, BRING THAT BACK, ANTHONY, WE'LL DO THE NOW.
THAT NE WOULD BE PHRASED IN THIS LANGUAGE.
CREATE A DIVERSE AND INCLUSIVE WORK AND LEARNING ENVIRONMENT.
>> CHAIR D. FLORES: THE STUDENT AND COMMUNITY.
>> P. RITTER: HIGH-PERFORMING TOO.
EXCELLENCE AND QUALITY HAS TO BE FOREMOST.
HIGH PERFORMING [INDISCERNIBLE] WORKFORCE.
>> M. BRUMBACH: CREATE A DIVERSE AND INCLUSIVE.
CREATE INCLUSIVE, HIGH-QUALITY, HIGH-PERFORMANCE LEARNING ENVIRONMENT.
>> CHAIR D. FLORES: ANY OTHER AREAS IN TERMS OF PRIORITY? SPEAK NOW OR FOREVER HOLD YOUR PIECE FOR THIS YEAR.
>> P. RITTER: WHEN ARE WE GOING TO BE DONEPL DONE IMPLEMENTING THE NETWORK?
>> M. BRUMBACH: ABOUT THE TIME WE THINK WE HAVE THEM ALL, SOMETHING ELSE POP UPS ON THE RADAR.
>> PRESENTER: AS WE CONTINUE, I'M SERIOUS, I THINK WE'LL BE CONNECTING, HOW DO WE CONNECT AND BRING RESOURCES OUT THERE, HOW DO WE WORK COLLABORATIVELY.
IT'S A WAY OF DOING BUSINESS NOT AN END TO ITSELF.
>> CHAIR D. FLORES: MAYBE THAT'S A PART OF THE WORK THAT WILL BE DONE BY THIS RESEARCHER ASKING STUDENTS, DO YOU FEEL YOU
[03:00:05]
HAVE GOTTEN SERVED EVERY TIME.TO G G G G G GIVE US AN INDICATION, THE STUDENTS UNDERSTAND.
>> CHANCELLOR MAY: HOPEFULLY THEY KNOW THEY ARE ABLE TO START AND GO THROUGH AND WE PROVIDE THE SERVICES WE NEED.
THE WITHHOLD CHAIR CARE ISSUE BECAUSE OF THE TENS OF THOUSANDS OF STUDENTS WITH CHILDREN.
IT'S A PROBLEM SO BIG, IT'S HARD TO KNOW WHERE TO TACKLE IT AT THIS POINT.
IT DOESN'T MEAN WE DON'T CARE ABOUT IT AND WORK ON IT AND CONTINUE TO FIGURE OUT SOLUTIONS.
UNDER IMPACT INCOME DISPARITY.
TO TARGET UNDER SERVED INDIVIDUALS WITHOUT [INDISCERNIBLE] ALIGNED WITH CULTURAL CONTEXT.
WE HAVE DEMTRAIT THE NECESSITY OF LIVING WAGES AND CAREERS.
[INDISCERNIBLE] INCLUDING SHORT-TERM OPTIONS LEADING TO LONGER TERM DEVELOPMENT.
[INDISCERNIBLE] ENGAGEMENT WITH SCHOOL DISTRICTS [INDISCERNIBLE] THAT'S HOW WE GET TO THIS ONE.
>> CHAIR D. FLORES: HOW WERE THEY INCLUDING THEIR -- OH, YOU EMPLOYERS, THAT'S THE LAST ONE.
>> M. BRUMBACH: ANYTHING YOU WANT TO CHANGE? OR ARE THEY STILL PRETTY MUCH IN LINE? I'M CURIOUS, TRUSTEE RITTER, IT'S ELUDED TO HERE.
WE HAVEN'T SPOKEN TO PROVIDING THE WRAP-AROUND RESOURCES THAT MAKE IT POSSIBLE TO DEAL WITH THAT.
I DON'T KNOW IF THAT'S SOMETHING YOU WANT TO ADD.
IT'S THE TRANSPORTATION, IT'S THOSE PIECES.
THAT WE DON'T -- WE DO HAVE REMOVE BARRIERS.
>> P. RITTER: WE TALKED ABOUT A LITTLE BIT THIS MORNING.
PARTNERSHIPS THAT HAVE BEEN BUILT TO ADDRESS THE DETERMINANCE OF EDUCATIONAL SUCCESS.
[INDISCERNIBLE] IT SEALS LIKE THERE IS A LOT OF TIME, RESOURCES AND EFFORT COMMITTED TO THAT AND IT'S MAKING A DIFFERENCE.
>> M. BRUMBACH: IT MAY WELL COME OUT OF THE STREAMLINE NAVIGATION.
BECAUSE WE HAVE A STATEMENT TO REMOVE BARRIERS, WHICH INCLUDES THE RESOURCES THAT WE'RE PROVIDING.
ANTHONY, WOULD YOU SET THAT UP AS WELL?
>> CHANCELLOR MAY: A GOOD POINT THAT AND THE THING I THINK IS IMPORTANT THERE, WE DON'T WANT TO BE INVENTING THIS STUFF.
WE WANT TO FIGURE OUT HOW TO CONNECT STUDENTS TO THE RESOURCES, WHERE THE TRANSPORTATION IS ALREADY OUT THERE.
WE HAVE TO FIGURE OUT HOW TO CONNECT THEM TO IT.
>> P. RITTER: [INDISCERNIBLE] BASELINE, IN TERMS OF THE METRICS TO KIND OF SHOW WE'RE TALKING ABOUT [INDISCERNIBLE]
>> CHANCELLOR MAY: SOME FORMAL KIND OF METRIC TO SHOW WHERE THIS IMPACT IS TAKING PLACE AND IF IT'S, YOU KNOW, 5 EMPLOYERS LESS, THIS YEAR WE HAVE 30, X NUMBER OF DOLLARS IN SCHOLARSHIPS.
SOME WAY WE CAN PUT AN EMPIRICAL MEASURE ON THIS SO WE KNOW OTHER THAN JUST OVERALL IMPROVEMENT HERE OR OBVIOUSLY, IMPACTING SOMETHING BECAUSE THERE IS MORE BIG [INDISCERNIBLE] SOMETHING A LITTLE MORE FORMAL.
LOOK THIS IS WHERE WE USED TO BE, THIS IS WHERE WE ARE TODAY.
>> IF IT'S IMPORTANT TO HAVE TO BE ON THE SHEET WE OUGHT TO HAVE A METRIC.
[INDISCERNIBLE] OF ANALYTICS, WHAT ARE THE DATA SETS WE'RE GOING TO LOOK AT TO EVALUATE PROGRESS ON THESE GOALS WE ALL AGREE ON.
IF THE GOAL CAN'T LEND ITSELF TO MEASUREMENT, WE OUGHT TO QUESTION WHETHER WE HAVE THE RIGHT GOAL.
>> CHANCELLOR MAY: WHEN WE LOOK AT THE 6530 TAXES THAT'S A ROLL UP ON THAT.
I THINK THAT'S A GOOD POINT AS WE LOOK AT THESE WHAT ARE SOME OF THEM SPECIFIC THAT WE WANT TO LOOK AT.
SOME OF THE THEM MAYBE MOMENTUM TYPES OF MEASUREMENTS, RATHER THAN OUTCOMES AS WE LOOK AT IT.
SOME OF THEM ARE GOING TO BE PROGRESS ORIENTED.
[03:05:02]
ARE WE GETTING MORE PEOPLE INTO THE WORKFORCE WITH CREDENTIALS THAT HAVE VALUE.>> CHAIR D. FLORES: ON A RAW SCALE, TO ALSO GET INTO THE FINE TUNE THINGS AND PROVIDE A METRIC AND REPORT.
>> M. BRUMBACH: LET'S MAKE A NOTE.
>> CHANCELLOR MAY: LEARNING THROUGH SOME OF THIS AS WE GO.
THAT'S WHY WE REALIZE, WE NEEDED A DIFFERENT SET OF EYES TO EVALUATE THESE.
>> M. BRUMBACH: WE'LL CHAPTURE CAPTURE THAT.
THE HARD PART WILL BE TEASING OUT WHAT THE IMPACT IS.
THAT MAYBE ONE OF THE THINGS THAT THE GRAD STUDY HELPS.
>> CHANCELLOR MAY: WE'RE NOT DOING THIS ALONE ANYMORE.
IS THAT IN COLLABORATION IS HARD.
I THINK THAT'S WHY IT'S NOT OFTEN DONE.
BUT ALSO THE LEVERAGE A LOT OF RESOURCES TO HELP THEEL STUDENT.
>> M. BRUMBACH: THAT WILL BE A GOOD CHALLENGE FOR US TO TAKE ON.
IN TERMS OF WHAT WE HAVE LISTED HERE AS THE HOW WE'RE GOING TO GET THIS DONE IS TARGET UNDERSERVED COMMUNITIES AND [INDISCERNIBLE] WITH CULTURAL CONTEXT.
>> CHAIR D. FLORES: WHERE ARE YOU READING?
>> CHANCELLOR MAY: I WAS WONDERING WHETHER ONE AND TWO MIGHT LEND THEMSELVES TO A COMBINATION, THEY ARE BOTH RELATED TO OUTREACH.
AND HOW WE MARKET AND COMMUNICATE AND TELL OUR STORY AND INVITE PEOPLE INTO OUR PRODUCTS AND SERVICES.
>> M. BRUMBACH: IT IS THE SAME IDEA, IT IS OUTREACH AND BRINGING PEOPLE TO US, AS OPPOSED TO WAITING FOR THEM TO SHOW UP.
>> M. BRUMBACH: WHAT DO YOU THINK?
>> CHAIR D. FLORES: WHAT, AGAIN, BILL YOU WERE TURNED THAT WAY?
>> HAVE A COMMON THEME OF OUTREACH AND COMMUNITY.
ONE SPEAKS TO THE FACT WE HAVE TO BE INTENTIONAL ABOUT THE CULTURE CONTEXT.
AND TWO SPEAKS TO THE FACT WE HAVE STORY THAT DEMONSTRATES COMING HERE AND IF GET A JOB.
IT'S ALL HOW WE PROJECT OURSELVES AND WHAT KIND OF PROJECTION WE WANT EXTERNALLY.
>> M. BRUMBACH: [INDISCERNIBLE]
>> CHANCELLOR MAY: I THINK ONE IS WE WANT TO WELCOME PEOPLE IN THE DOOR.
THE OTHER, ONCE HERE WE WANT TO PREPARE THEM FOR LIFE AND CAREER WHEN THEY LEAVE.
>> CHAIR D. FLORES: THEY ARE RELATED BUT I DON'T KNOW THEY ARE THE SAME.
>> MAKE IT TOO LONG OR MAYBE WE NEED --
>> M. BRUMBACH: LET'S PUT A COUPLE OF CHECK MARKS UP, ANTHONY.
HOW ABOUT PROVIDE EDUCATION, SCHOLARSHIP SUPPORTS FOR SKILLS DEVELOPMENT FOR HIGH-DEMAND JOBS INCLUDING SHORT-TERM TRAINING OPTIONS, LEADING TO LONGER-TERM CAREER DEVELOPMENTS.
>> M. BRUMBACH: I THINK TRUSTEE RITTER, I IT'S THE QUALITY OF EDUCATION THAT GOES TO THAT, THIS IS HOW WE'RE HAVING IT HAPPEN IN TERMS OF THE SCHOLARSHIP, SKILL DEVELOPMENT, [INDISCERNIBLE] FOCUS ON HIGH-DEMAND JOB.
THEY ARE RELATED BUT SAY FOR EXAMPLE, EVEN ON THE SUCCESS POINTS FROM THE COORDINATING BOARD ONE OF THE THINGS THEY MEASURE IS HE DEGREE STEM DEGREES WE'RE GETTING OUT.
STILL A VIABLE STATEMENT? OKAY.
AND THE LAST ONE IS STRENGTHEN THE EDUCATION PIPELINE THROUGH ENGAGEMENT WITH STUDENTS, PARENTS, UNIVERSITIES AND EMPLOYERS.
>> CHAIR D. FLORES: ENGAGEMENT AND PARTNERSHIPS WITH.
>> M. BRUMBACH: ENGAGEMENT AND PARTNERSHIPS WITH.
WE'LL TAKE THAT REVISION AND ADD IT.
ANYTHING ELSE YOU WANT UNDER THIS? IS THERE AN ADDITIONAL OBJECTIVE?
[03:10:02]
INCLUDES PUBLIC PRIVATE PARTNERSHIPS.>> CHAIR D. FLORES: USING PUBLIC PRIVATE PROJECTS AS A WAY TO IMPACT INCOME DISPARITY.
ISN'T THAT HAPPENING ON THE EDUCATION PIPELINE?
>> P. RITTER: I SEE IT AS ALL INCLUSIVE.
THE PARTNERSHIPS WE NEED TO ENGAGE IN.
IF WE NEED CLARITY, THAT IS FINE.
>> M. BRAVO: ARE WE TALKING ABOUT REMOVE BARRIERS FROM STREAMLINE INCOME?
>> M. BRUMBACH: REMOVE BARRIERS, PARTNERSHIPS AND PERSISTENCE, IT'S ALREADY THERE.
>> CHAIR D. FLORES: WE'RE SAYING WE WANT TO IMPACT INCOME DISPARITY, YET THE ASSUMPTION I'M MAKING, IF I'M INCORRECT, CORRECT ME PLEASE.
THE COMPANIES ARE THE OUTSOURCING F CLEAN UP OF OUR FACILITIES.
TO CONTRACTS OF OTHER COMPANIES THAT THEN HIRE WORKERS TO DO THAT, CLEAN OUR TOILETS, ET CETERA. I THINK THEY PAY THEM MINIMUM WAGE.
AND E'RE NOT HELPING IMPACT INCOME DISPARITY FOR THOSE PEOPLE THAT ARE PROVIDING SERVICES TO US.
SO WHAT KIND OF BUDGET IMPACT DO WE HAVE IF WE WERE TO REQUIRE THOSE CONTRACTORS TO PAY THEIR WORKERS A LIVING WAGE? IF WE FEEL BUDGET WISE WE CAN DO THAT, I THINK WE SHOULD SAY MAYBE ADD A BULLET UNDER THAT AND SAY WHOEVER HAS CONTRACTS WITH US THEY MUST PAY THEIR EMPLOYERS A MINIMUM OF LIVING WAGE.
WE KNOW THE LIVING WAGE, IT'S $10.
>> WELL GET TOGETHER WITH ROB AND JOHN AND SEE.
>> CHAIR D. FLORES: THE IDEA, OR [INDISCERNIBLE] SPEAKERS]
>> CHAIR D. FLORES: ISSUE BIN.
I THINK IF WE SAY, WE HAVE DONE IT FOR STUDENTS, THEY GET A LIVING WAGE?
WE CAN ALSO [INDISCERNIBLE] -- ARE TRYING TO KEEP IT A $10 MINIMUM --
>> A LIVING WAGE IS JUST OVER $11 AN HOUR.
>> CHAIR D. FLORES: IF WE WANTED TO IMPACT INCOME DISPARITY BUT WE OURSELVES AROUND DOING THAT.
>> M. BRUMBACH: WE CAN LOOK AT THAT AND SEE WHAT WE CAN DO.
STREAMLINE NAVIGATION THROUGH TO OUR SYSTEM AND BEYOND.
WE HAVE DESIGN AND IMPLEMENT STUDENT GUIDED PATHWAYS, LINKING UNIVERSITIES AND EMPLOYERS.
PRECONSISTENCY AND INFORMATION AND PROCESSES.
>> CHAIR D. FLORES: IS THAT WHERE WE PUT IN SOMETHING ABOUT METRICS OR IS METRICS ASSUMED TO BE UNDER INFORMATION?
>> M. BRUMBACH: THIS NE WAS AIMED AT THE FACT OUR PROCESS IN THE SYSTEM AS A WHOLE ARE DIFFERENT ON EACH CAMPUS AND WE'RE CONTINUING TO RING THOSE TOGETHER IN MORE CONSISTENT FORMATS.
THAT'S WHAT THIS ONE WAS ABOUT.
>> P. RITTER: THE METRICS OVERLAYING THAT.
PART OF THE REASON WE DON'T HAVE CONSISTENCY, IS WE DON'T MEASURE THINGS IN A CONSISTENT WAY.
THE IDEA OF CREATING METRICS, IN ORDER TO ESTABLISH CONSISTENCY IN THE PROCESS [INDISCERNIBLE].
>> M. BRUMBACH: PERHAPS IT'S CREATE CONSISTENCY AND EVALUATION [INDISCERNIBLE] MEASUREMENT.
>> P. RITTER: INFORMATION PROCESSES AND EVALUATION.
>> M. BRUMBACH: INFORMATION PROCESSES AND EVALUATION.
IS THAT CLOSE? IT WILL MAKE US THROUGH THE NEXT STEP, SAY IS IT WORKING OR NOT? HOW WELL IS IT WORKING.
>> CHAIR D. FLORES: WHATEVER IT TAKES TO GET YOU ALL TO WORK MORE.
>> M. BRUMBACH: REMOVE BARRIERS TO PARTICIPATION AND PERSISTENCE.
WHAT WAS THE ISSUE Y YOU HAD, PHIL?
>> M. BRUMBACH: THE ISSUE WAS WHAT IMPACTS ARE WE HAVING ON PERSISTENCE.
[03:15:01]
IS IT WORKING? IT'S PART OF WHAT THE SARAH GOLD STUDY IS GOING TO LOOK AT.>> P. RITTER: IT'S THE SAME THING, MAKING SURE WE'RE LOOKING AT METRICS AND SOME OF THESE WE HAVEN'T DONE YET.
>> M. BRUMBACH: SOME OF THE STUFF -- IT WOULD BE FASCINATING TO FIND OUT HOW MANY FOOD BANKS CLIENTS WE WERE ABLE TO KEEP IN SCHOOL.
MAYBE ONE OF THE THINGS THAT TURNS UP IN ONE OF THE METRICS.
>> P. RITTER: WHEN WE TALK ABOUT THE LAST ONE ON DISPARITY AND FOOD BANK AND TRANSPORTING.
I THINK THERE IS VALUE TO HAVE AN INTERNAL FOCUS TO THIS ONE.
BECAUSE WE HAVE A LOT OF WORK, TO GET OUR OWN HOUSE IN ORDER TO IMPLEMENT THIS NETWORK STUFF.
>> M. BRUMBACH: THIS IS AN INTERNAL.
>> CHANCELLOR MAY: SO IS THE NEXT ONE TOO, THAT IS UNDER OUR CONTROL.
WE'LL KEEP TH THIS WITH THESE REVISIONS.
I DON'T KNOW WHAT WE DID BEFORE WE HAD [INDISCERNIBLE] TO SEPARATE THESE.
>> CHAIR D. FLORES: DOES THAT WORK?
WE DID SOMETHING SIMILAR TO THIS WITH A MAJOR, NONPROFIT, THE WORK WAS FULL F PEOPLE WHO NEVER SERVED TOGETHER BUT SERVING THE SAME NEIGHBORHOOD.
WHO IS DOING WHAT WHERE, BY THE TIME WE GOT THROUGH WE HAD A MAP, WE WE DID IT IN 15 MINUTES.
I THINK BECAUSE THEY WERE ABOUT TO TRY TO DO EVERYBODIES.
IMPLEMENT THE INTEGRATED NETWORK.
INVEST IN TECHNOLOGY AND SOFTWARE SUPPORT.
>> CHAIR D. FLORES: DEFINITELY.
WE'RE DOING THAT ALREADY, RIGHT?
>> M. BRUMBACH: YEAH, WE'RE DOING THAT ALREADY.
>> P. RITTER: HOW IS THAT WORKING OUT?
>> CHAIR D. FLORES: IN TERMS OF SOFTWARE SUPPORT ARE WE CONSISTENT THERE TO?
>> ALL THE ACQUISITIONS WE MADE SYSTEM AND WE'RE APPLYING THEM ACROSS.
[INDISCERNIBLE] GOES OUT TOGETHER ACROSS THE ENTIRE DISTRICT.
>> CHAIR D. FLORES: BEFORE THE COLLEGES WERE ABLE TO DECIDE HE DEPARTMENT OR WHAT SOFTWARE THEY WANTED TO USE.
>> PRESENTER: THEY MAY HAVE BEEN FILLING A VOID.
>> CHAIR D. FLORES: WE DIDN'T HAVE ALL THIS, BUT NOW WE'RE MOVING AWAY FROM THAT AND MAKING IT CONSISTENT ACROSS-THE-BOARD IN TERMS OF WHO IS USING HAT SOFTWARE.
>> M. BRUMBACH: [INDISCERNIBLE] TO SUPPORT THE NETWORK.
>> CHAIR D. FLORES: IT'S IMPORTANT.
>> THAT'S NOT THE BOARD'S JOB.
>> CHANCELLOR MAY: IT'S PART OF HOW WE GET THERE.
>> M. BRUMBACH: THIS IS HOW WE GET THERE.
>> CHANCELLOR MAY: WE'LL BE ONCE AGAIN MAKING RECOMMENDATIONS THROUGH THE BUDGET PROCESS AS WE GO FORWARD FOR HE UPCOMING EAR LIKE WE DID WITH THE NAVIGATORS AND OTHERS THAT DIDN'T EXIST.
THERE WILL BE EXPANDING OF THAT PLUS OTHER NEEDS AS WE BREAKDOWN THE BARRIERS AND STREAMLINE THE PROCESSES.
>> M. BRUMBACH: CHECK MARK ON THAT ONE.
>> P. RITTER: DOES IT OVERLAP WITH THE LAST ONE?
>> M. BRUMBACH: THERE IS AN OVERLAP BUT WE HAVE TO GET THIS REDESIGNED BUT WE BEGIN TO AWARD.
>> P. RITTER: WE HAVEN'T DONE THAT.
>> M. BRUMBACH: WE HAVEN'T DONE THAT AT ALL.
THAT'S ONE OF THE THINGS WE HAVE TO LOOK AT IN TERMS OF HOW WE COLLABORATE WITH WHAT WE DO WITH THE NETWORK APPROACH.
VARIOUS NETWORK EMPLOYMENT, ASSESSI ASSESSING SHORT-TERM AND LONG-TERM FACILITIES NEEDS.
>> CHAIR D. FLORES: I THINK UNTIL E ET THERE, YES, KEEP IT.
TRACK, DEVELOP AND RETAIN HIGH-QUALITY STAFF THAT REFLECTS THERE COMMUNITIES WE SERVE.
>> P. RITTER: WE MAY WANT TO RELOCATE AND SEE IF THAT FITS BETTER.
>> CHAIR D. FLORES: IN KEEPING WITH THAT, WE SEE OUR EMPLOYEES
[03:20:02]
ARE IMPORTANT TO US BUT WE HAVE NO STRATEGIC PRIORITIES THAT [INDISCERNIBLE] TO EMPLOYEES.I DON'T KNOW IF WE HAVE TIME N THIS SESSION.
BUT MAYBE IN AN UPCOMING MONTH WE MAKE THAT A DISCUSSION WHAT EMPLOYEE SUCCESS LOOKS LIKE SO WE CAN COMMUNICATE TO WHAT WE'RE DOING HERE IN THE PRIORITIES THAT WE CARE ABOUT OUR EMPLOYEES, VALUE THEM AND WANT THEM TO BE SUCCESSFUL.
>> M. BRUMBACH: THAT MAY COME UP IN THE ONES WE ADDED.
WE CAN TAKE THAT OUT AND LOOK AT IT.
>> CHAIR D. FLORES: WE NEED TO COMPRESSION PLAN IT IN TERMS OF BRAINSTORMING.
>> M. BRUMBACH: WE'LL PUT THOSE TWO TOGETHER ON THE NEW ONE WE ADDED AND TAKE THAT AS A THING TO LOOK AT.
WORK PERFORMANCE WITHIN THE NETWORK AT THE INDIVIDUAL AND ORGANIZATIONAL LEVEL.
>> P. RITTER: I'M NOT SURE I UNDERSTAND WHAT IT LOOKS LIKE.
WHAT DOES ORGANIZATIONAL MEAN IN THIS CONTEXT? I WAS THINKING ABOUT THE PERFORMANCE FUNDING.
WE GET THE STATE POPULATION MONEY BASED ON SUCCESS POINTS.
WE BASICALLY THEN ALLOCATING A PORTION OF OUR LOCAL REVENUE BASED ON SUCCESS POINTS N A CAMPUS BY CAMPUS BASIS.
DOES THAT AKE SENSE IN A NETWORK MODEL.
DO WE NEED TO RETHINK OUR PERFORMANCE METRICS IN LIGHT OF THE MODEL?
>> PRESENTER: IT'S A FAIR QUESTION.
AND WE'RE PUSHING AGAIN, STATE FUNDING AND OTHER THINGS THAT ARE OUT THERE NOW.
WE'RE DOING SOME OF THAT WITH OUR APPROACH AND FAR BEYOND WHAT THE STATE HAS SET UP FOR US TO DO.
SO THAT IS WORTH DOING A DEEPER DIVE ON, I JOHN, TO SEE HAT WE'RE DOING.
WE TALKED BOUT SOME. ARE WE RECOGNIZING THE RIGHT TYPES OF THINGS.
AS YOU KNOW, IT'S HARD TO WORK AGAINST THE MONEY.
BOTH INDIVIDUALLY AND ORGANIZATIONALLY.
>> M. BRUMBACH: SHALL WE PUT THE METRICS PIECE ON THIS ONE, TO LOOK AT IT? DO WE NEED METRICS RELATED TO TWO, WHAT WE MEAN Y --
>> CHANCELLOR MAY: OBVIOUSLY WE'RE SEEING MOVEMENT WITH NUMBERS AND DATA.
ARE WE RECOGNIZING THAT IN THE RIGHT MANNER IS THE QUESTION I HAVE?
>> M. BRUMBACH: WHAT WAS YOUR QUESTION, MARY?
>> M. BRUMBACH: ON THIS ONE, THE SAME KIND OF THING WITH THE OTHERS IS LOOK AT THE MEASUREMENT OF IT.
>> M. BRUMBACH: AND WHAT IT'S GOING TO LOOK AT.
ADD AS SOMETHING WE NEED TO LOOK AT.
>> CHANCELLOR MAY: WE HAVE DONE MORE OF PROBABLY THE CAMPUS ORGANIZATIONAL COLLEGE WIDE NOT AS MUCH ON THE AT THE INDIVIDUAL LEVEL.
>> M. BRUMBACH: PERHAPS THERE IS A PROGRAM THAT IS PERFORMING OUTSIDE OF EVERYBODY, IS IT RECOGNIZED IN ALLOCATION? MAYBE NOT.
WE HAVEN'T ASKED, I THINK IT'S A GREAT QUESTION TO ASK.
AGAIN, IT'S WHY WE'RE DOING THIS.
>> P. RITTER: IMPLEMENTING A NETWORK MODEL, ONE ISSUE THAT COMES UP IS OUR ACCREDITATION.
AND SHOULD WE PUT PERHAPS IN THE PRIORITY TO DETERMINE THAT AND RESOLVE THAT ISSUE? AND WHERE WE ARE IN TIME TODAY AND WHERE WE NEED TO BE.
>> CHAIR D. FLORES: WE NEED TO LOOK AT IT AND RESOLVE IT.
IT MIGHT BE LOOKED AT IN THE EDUCATION MASTER PLAN.
IT'S BUBBLING UP IN THE MASTER PLAN.
THAT IS AN ISSUE WE NEED TO LOOK AT.
ONES WE GET A REPORT ON THE EDUCATIONAL MASTER PLAN THAT IS THE OPPORTUNITY FOR US TO TAKE A DEEP DIVE ON THAT.
>> M. BRUMBACH: WE'RE WAITING TO SEE WHAT THE RECOMMENDATIONS ARE.
IT MAY MAKE SENSE TO GO ONE WAY OR THE OTHER.
AND WE WOULD RATHER HAVE THE INFORMATION BEFORE WE TACKLE IT.
>> CHAIR D. FLORES: IT'S GIVING US BASELINE INFORMATION TO TAKE IT FURTHER AND DECIDE WHAT WE NEED TO DO IN THAT REGARD.
>> CHAIR D. FLORES: IS THAT IT? IT'S JUST 2:25.
MAYBE WE COULD WORK ON THE EMPLOYEE SUCCESS ONE.
WE CAN'T START THE BOARD MEETING EARLIER, RIGHT?
[03:25:01]
IT HAS TO BE AT THE STATED TIME.LET'S GET AS FAR AS WE CAN WITHIN THE TIME WE HAVE.
>> M. BRUMBACH: WE'LL RESET BOARDS IF WE NEED TO.
WE'LL PICK UP THE TWO WE'RE TALKING ABOUT.
THE PURPOSE OF PRIMARY [INDISCERNIBLE] SUPPLY CHAIN THROUGHOUT THE REGION, [INDISCERNIBLE] REQUIREMENTS.
>> CHAIR D. FLORES: DEFINITELY.
>> M. BRUMBACH: SUPPORT BUSINESS DEVELOPMENT, EXPANSION, RELOCATION?
>> CHAIR D. FLORES: NOT JUST TO THE LARGE CORPORATIONS BUT LARGE, MEDIUM AND SMALL.
>> P. RITTER: LET'S ADD THAT AND EXPLAIN THAT.
>> M. BRUMBACH: SMALL, MEDIUM DEVELOPMENT OF MAJOR CORPORATIONS.
>> M. BRUMBACH: BUSINESSES OF ALL TYPE DEVELOPMENT.
>> M. BRUMBACH: AS I SAID IT, THE ALIGNMENT IS MAKING SURE WE'RE PRODUCING A PERSON HAT CAN BE EMPLOYED.
WHEN ARTIFICIAL INTELLIGENCE HITS, FOR EXAMPLE THE DRONE PROGRAM LITERALLY HAS JUST FLOWN IN, SORRY.
I DIDN'T SAY -- I DIDN'T HOVER OVER THE TOPIC.
>> M. BRUMBACH: THIS IS THE IMMEDIATE SOMETHING HAS CHANGED, WE HAVE TO MOVE QUICKLY.
IT'S [INDISCERNIBLE] BY WHICH THINGS ARE DONE MAKES A DIFFERENCE.
GIVE US A MINUTE TO RESET THE OTHER BOARDS.
>> CHAIR D. FLORES: OKAY, ROUND TWO.
>> M. BRUMBACH: THE FIRST ONE WE'RE GOING TO DEAL WITH IS THE FIRST ONE YOU CAME UP WITH.
RETAIN, ET CETERA, HIGH-PERFORMING STAFF, CREATE A [INDISCERNIBLE] LEARNING ENVIRONMENT IS THE ONE YOU CAME UP WITH.
IS THAT WORDING APPROPRIATE TO WHAT WE AGREED YOU WANTED TO DO.
AND THE BIG QUESTION IS HOW? THESE ARE THE SAME THINGS WE LISTED UNDER THE OTHER PRIORITIES. HOW DO YOU WANT TO GET THERE.
>> CHAIR D. FLORES: WE HAVE A GOOD MODEL IN PLACE IN TERMS OF HOW WE APPROACH THE FACULTY ROAD ISSUE.
WE BROUGHT IN A OUTSIDE GROUP, TO LOOK AT WHAT IS THERE NOW IN TERMS OF ARE WE INCLUSIVE OR DIVERSE OR NOT? AND THE FINDINGS AND RECOMMENDATIONS AS THE BASELINE OF HOW TO START.
>> M. BRUMBACH: FOR THIS ONE, HIGH-PERFORMING WORK AND LEARNING ENVIRONMENT, THE HOW IS TO ENGAGE OBJECTIVE OUTSIDE.
TO ENGAGE AN OUTSIDE RESOURCE TO ASSESS CURRENT STATE.
>> CHANCELLOR MAY: WE'RE BASICALLY GOING TO REVIEW OUR POLICIES AND PRACTICES REGARDING THE WORKPLACE IN ORDER TO FILL THE NETWORK MODEL WE ASPIRE TO.
IT'S BIGGER THAN JUST LOCATION.
WE'RE GOING O BE LOOKING AT A LOT OF DIFFERENT THINGS BECAUSE THE WORKPLACE IS GOING TO B BE CHANGE.
IN TERMS OF POLICY, DEVELOPMENT AND COMMUNICATION, THAT IS ALL GOING TO BE DIFFERENT.
>> M. BRUMBACH: CREATE AND/OR REVISE POLICIES RELATED TO HIGH-PERFORMING WORK?
>> CHAIR D. FLORES: THAT CAN BE ONE OF THE HOW'S.
>> P. RITTER: REVIEW, REVISE, AND CREATE.
>> M. BRUMBACH: REVIEW, REVISE, REPLACE AND/OR CREATE POLICIES DESIGNED TO CREATE A DIVERSE AND INCLUSIVE WORK AND LEARNING ENVIRONMENT.
>> M. BRUMBACH: THEY HAVE ME WELL-TRAINED TOO.
>> CHANCELLOR MAY: THAT IS PRETTY SEQUENTIAL.
[03:30:04]
CONCURRENTLY.>> M. BRUMBACH: IT'S OBVIOUSLY A STEP THING.
YOU HAVE TO REVIEW BEFORE YOU GO BACK AND REVISE BUT IT NEEDS TO BE DONE.
>> CHAIR D. FLORES: IN TERMS OF HIGH-PERFORMING, AS IT RELATE TODAY EMPLOYEES OR THE ORGANIZATION, WHAT DEFINES HIGH-PERFORMING AND HIGH-PERFORMING BY WHOM OR WHAT? I'M ASKING.
>> THAT IS GOING TO VARY BY HAVING, BY ASPECT.
THAT IS ONE OF THE QUESTIONS WE ASKED THE BOSTON CONSULTING GROUP.
THAT WAS ONE OF THE THINGS WE WANT TO REWARD BUT WE HAVEN'T DEFINED IT.
>> M. BRUMBACH: PERHAPS FOR THIS HIGH IT'S DEFINING HIGH-PERFORMING WORK AND LEARNING ENVIRONMENT.
AND THAT MIGHT BE SOMETHING THAT SPILLS OUT OF THIS BUT IT'S ONE OF THE -- WE CAN LOOK AT DIFFERENT MODELS, U.C. DAVIS AND OTHERS.
THIS ONE I FEEL LIKE IS PROBABLY A FIRST STATEMENT.
WE'LL COME BACK TO IT AND CONTINUE TO REFINE AS WE DID THESE OTHERS.
>> CHANCELLOR MAY: I BELIEVE IT'S DOABLE.
IT'S A MATTER OF US GETTING ADVICE ON HOW TO DO THAT.
>> M. BRUMBACH: THE BOTTOM LINE IS, FIGURE IT OUT.
ANY OTHER THINGS UNDER THIS ONE?
>> P. RITTER: WE TALKED A LITTLE BIT THIS MORNING ABOUT REVISING THE, THERE WAS A STATEMENT, HAVING A, YOU KNOW, ORGANIZATIONAL STATEMENT OF VALUES AND ASPIRATIONS RELATING TO THIS.
>> M. BRUMBACH: PREPARE? IT MAY BE REVIEWING, REV REVISING THE EXISTING VALUES STATEMENT TO INCLUDE -- I'M NOT THERE YET.
>> S. WILLIAMS: REVIEW AND REVISE AND/OR ADOPT A STATEMENT OF PRINCIPLES AND VALUES TO REFLECT OUR GOALS FOR DIVERSE, INCLUSIVE AND HIGH-PERFORMING WORKPLACE.
THIS LEAVES AT THE BOARD LEVEL THINGS YOU EXPECT TO GET DONE.
ARE THERE OTHER THINGS WE NEED TO DO TO CREATE A HIGH-PERFORMING LEARNING ENVIRONMENT.
>> P. RITTER: WE TALKED ABOUT TRAINING AND CREATING OPPORTUNITIES FOR DISCUSSIONS THROUGHOUT THE WORKPLACE ON ISSUES RELATED TO DIVERSITY AND INCLUSION.
>> CHANCELLOR MAY: THAT TIES BACK TO POLICIES BUT IT WOULD CERTAINLY BE PART OF THE PROCESS.
>> M. BRUMBACH: A PROCESS TO CREATE A FOCUSED-PROFESSIONAL DEVELOPMENT RELATED TO DIVERSITY AND INCLUSION. HERE'S ANOTHER PIECE.
DO WE WANT TO THINK ABOUT, I MAY HAVE GOTTEN VER INTO THIS ONE.
ONE OF THE THINGS IS HOW DO WE HELP EMPLOYEES MOVE WITHIN THE ORGANIZATION, OW ARE THEY IDENTIFIED AND THOSE SORTS OF THINGS, THE UP AND COMINGS THEY HAVE AN OPPORTUNITY TO TRY SOMETHING.
THAT IS WHERE WE TALK ABOUT DEVELOP STRATEGIC PRIORITIES AND SUCCESS.
>> CHANCELLOR MAY: THERE WERE THE THREE AND THE REST OF THE ONES THAT WEREN'T TALKED.
THERE WAS A METRICS IF I REMEMBER CORRECTLY.
SO AS WE GET INTO THAT MIDDLE ONE THERE, THERE IS REALLY A METRIC'S PIECE OF THAT THAT IS GOING TO BE APPLIED.
>> M. BRUMBACH: LET'S ADD DEFINE HIGH-PERFORMING, WE NEED TO ADD EVALUATION FOR PUBLIC TO THIS ONE.
>> CHANCELLOR MAY: DEFINE IT AND -- HOW DO WE KNOW IF WE'RE ACHIEVING IT OR MOVING IN THAT DIRECTION?
>> P. RITTER: WHEN YOU SAY EVALUATION, THE SUGGESTION IS WE'RE GOING TO ESTABLISH A POINT IN TIME, LIKE THIS YEAR, HOW WE'RE GOING TO MEASURE OUR GOALS AND PROGRESS AND OUR PROGRESS [INDISCERNIBLE] AND EVALUATION IT'S NOT AN AFTER THE FACT THING.
WE'RE NOT GOING TO WAIT O DEVELOP THIS, WE'RE GOING TO DO IT UP FRONT?
>> M. BRUMBACH: YEAH, THAT'S PART OF THE DEFINITION.
>> CHANCELLOR MAY: IT MAY BE A PROCESS.
IT COULD BE LIKE WE SAW WITH IT SURVEYS OR OTHER ASPECTS OF THAT, AS YOU MENTIONED FOCUS
[03:35:02]
GROUPS THIS MORNING AND THINGS OF THAT NATURE.>> M. BRUMBACH: WE NEED TO DO AN EVALUATION COMPONENT RELATE TODAY THE HIGH-PERFORMANCE WORKPLACE.
AND WE'LL HAVE TO WORK ON THAT.
I THINK THERE IS ANALYTICS FROM DELOITTE THAT DEAL WITH THAT.
>> P. RITTER: THE FIRST OLUMN [INDISCERNIBLE] WHO IS GOING TO DO THE TRAINING.
WE NEED TO HAVE THE RAINER COMPONENT TO THAT WHERE DEAL WITH LEADERSHIP IN TERMS OF FINDING AN INCLUSIVE ENVIRONMENT AND GO OUT IN TERMS OF [INDISCERNIBLE] ENVISION THAT?
>> S. WILLIAMS: ARE YOU SAYING INSIDE OR OUTSIDE?
>> P. RITTER: IF IT'S AN OUTSIDE TRAINER YOU ARE NOT GOING TO TRAIN 7,000 PEOPLE.
>> CHAIR D. FLORES: KIND OF LIKE KEY DID THE COMPRESSION PLANNING, THE GROUP TRAINED INTERNAL PEOPLE.
>> P. RITTER: TRAIN THE PEOPLE WHO ARE GOING TO TRAIN, TO GO OUTS AND DO MORE.
I THINK WHAT WE [INDISCERNIBLE].
>> CHANCELLOR MAY: I DON'T KNOW ENOUGH TO ANSWER THE QUESTION BUT WE HAVE A PROFESSIONAL DEVELOPMENT GROUP.
BECAUSE COLLEGES DO SOME OF IT, WE DO SOME OF HERE OUT OF THIS OFFICE AND DISTRIBUTE IT.
>> VICE CHAIR W. JAMESON: PART OF THAT WILL BE DEVELOPING A PLAN, A PLAN AND STRATEGY HOW WE IMPLEMENT THAT.
>> M. BRUMBACH: PROBABLY, THIS IS AN OUTCOME TO OFFER TRAINING.
WE PROBABLY NEED ONE THAT PRECEDES IT TO DEVELOP AND IMPLEMENT A PROFESSIONAL DEVELOPMENT APPROACH FOR DIVERSION AND INCLUSION.
DIVERSION -- YOU CAN TELL IT'S BEEN A LONG DAY.
>> CHAIR D. FLORES: I'M SURE SOME PEOPLE WANT A DIVERSION.
>> M. BRUMBACH: WE WON'T TRY TO WORD SMITH THAT.
IS THERE ANYTHING ELSE AT THIS POINT WE WANT TO DO WITH THIS HOW?
>> CHAIR D. FLORES: I LIKE THE DEFINITION THAT THE DELOITTE PEOPLE GAVE ABOUT DIVERSITY AND INCLUSION, AND INVITE THEM TO THE DANCE AND THEN TO DANCE, FIGURE WAYS TO DO THAT.
AND EVERYONE WORKING FROM THE SAME DEFINITIONS OR FRAMEWORK.
>> CHAIR D. FLORES: CONSISTENT IN THAT.
>> M. BRUMBACH: EMBED A COMMON INCLUSION THROUGHOUT THE AND- ORGANIZATION?
>> CHAIR D. FLORES: I KNOW WE HAVE A MISSION STATEMENT FOR THE DCCCD BUT IN TERMS OF WHERE WE WANT TO BE WITH EMPLOYEES, DO WE NEED AN INTERNAL MISSION AND VISION STATEMENT AS IT RELATES TO WHERE WE WANT TO BE WITH EMPLOYEES SUCCESS?
>> S. WILLIAMS: I WOULD HOPE WE HAVE ONE.
WE DON'T WANT PEOPLE GUESSING AT, WHICH ONE -- [INDISCERNIBLE]
>> CHAIR D. FLORES: CREATE CONFUSION.
>> M. BRUMBACH: LET US WORK WITH THESE.
I THINK WE'RE CLOSE ON WORD SMITHING AND BRINGING THEM BACK.
>> CHAIR D. FLORES: BUT WE STILL HAVE A LOT OF MORE TO GIVE YOU.
>> M. BRUMBACH: I THINK THI THIS BUNCH IS A GOOD GROUP.
WE CAN WORK WITH THAT AND GET IT BACK TO YOU.
WHAT ELSE DO YOU WANT TO ADD TO THIS? CREATE A DIVERSE, INCLUSIVE AND HIGH-PERFORMING WORK ENVIRONMENT.
>> CHAIR D. FLORES: CREATE A TIMELINE OR A MECHANISM TO CONTINUALLY ASSESS AT THE BOARD LEVEL IN TERMS OF DO WE DO THIS ANNUALLY, DO WE DO IT EVERY TWO YEARS, ET CETERA, MAKE A RECOMMENDATION.
BUT WE NEED TO HAVE A FRONT OF MIND JUST LIKE WE HAVE OTHER OR STRATEGIC PRIORITIES.
>> M. BRUMBACH: THE ONE THING I DON'T SEE HERE IS IT'S THE ONE WE CHANGED, TRYING TO DEVELOP AND MUSTN'T A HIGH-QUALITY STAFF...
THIS IS HOW WE CREATE THE ENVIRONMENT.
I THINK WE PROBABLY NEED PLAYERS IN THE ENVIRONMENT, IN TERMS OF A DIVERSE --
>> CHAIR D. FLORES: AT THIS POINT OR THAT ONE?
>> M. BRUMBACH: MAYBE AT THIS POINT IN THE EMPLOYEE SUCCESS PIECE IT MAY FIT THERE BETTER.
I'M JUST RAISING THE QUESTION.
LET'S SEE IF WE LIST SOMETHING, WILL THAT WORK? UNLESS YOU HAVE MORE TO ADD.
>> CHANCELLOR MAY: ARE YOU SUGGESTING WE SHOULD HAVE A
[03:40:01]
COMPONENT THAT RELATES TO RECRUITMENT AND ETENTION STRATEGIES?>> M. BRUMBACH: IT MAY BE HERE, EMPLOYEE SUCCESS.
>> CHAIR D. FLORES: BEFORE WE CAN GET TO THERE IN TERMS OF DIVERSITY AND INCLUSION WE NEED TO BRING IN DIVERSITY AND INCLUSION OF STAFF.
MAYBE THAT ATACTS RETAINS, WHATEVER, MAYBE RECRUITMENT AND RETENTION SAYS IT ALL INSTEAD OF ALL THOSE OTHERS.
>> M. BRUMBACH: THIS IS PART OF THE HOW.
IN ORDER TO BE ABLE TO DO THIS WE HAVE TO BE ABLE TO DO THIS.
>> M. BRUMBACH: OKAY? WE JUST DEMOTED -- OKAY THAT WORKS.
LET'S WORK ON DEVELOPING A STRATEGIC PRIORITY HAT ADDRESSING EMPLOYEE SUCCESS.
THAT IS OT THE STRATEGIC PRIORITY.
IT'S A STATEMENT WE NEED TO DEVELOP THAT.
WHAT WILL WE THE PRIORITY UNDER EMPLOYEE SUCCESS?
>> CHAIR D. FLORES: MY QUESTION IS, I DON'T KNOW IF A HOW WILL COME OUT OF IT, HOW DO WE COMMUNICATE TO EMPLOYEES THAT WE REALLY VALUE OUR EMPLOYEES? ESPECIALLY WHEN WE'RE IN A TIME OF CHANGE AND THERE IS SOME THAT ARE HESITANT OR UNSURE OF CHANGE.
AND ARE WE GOING IN THE RIGHT DIRECTION, ET CETERA ET CETERA, ET CETERA. WHAT DO WE DO TO MAKE THEM FEEL VALUED WITHIN THE CONTEXT OF THOSE THAT ARE UNCOMFORTABLE WITH CHANGE KNOWING CHANGE IS GOING TO TAKE PLACE REGARDLESS.
>> S. WILLIAMS: SOME OF THEM YOU ARE NOT GOING TO EVER DO.
>> CHAIR D. FLORES: THAT'S TRUE TOO.
>> M. BRUMBACH: IT'S POSSIBLE THERE IS SOMETHING ABOUT SUPPORTING EMPLOYEES THROUGH CHANGE PROCESSES OR TRANSFORMATION OR THERE MAY BE SOMETHING IN THERE.
>> CHANCELLOR MAY: ISN'T THAT PART OF THIS.
>> M. BRUMBACH: WE MAY NOT NEED TO.
>> P. RITTER: I SEE THAT AS PART OF THIS.
>> CHANCELLOR MAY: THAT IS THE RESULT WE WANT TO SEE.
>> M. BRUMBACH: WE BY CREATING DIVERSE, INCLUSIVE, HIGH-PERFORMING WORK ENVIRONMENT WE MAYBE ADDRESSING EMPLOYEE SUCCESS WITH WHATEVER WE HAVE DONE HERE.
>> CHANCELLOR MAY: YOU ARE CREATING A -- I CAN'T READ ALL THAT, LEADING TO EMPLOYEE SUCCESS IS REALLY WHAT WE WANT TO SEE.
>> M. BRUMBACH: LET'S ADD LEADING TO EMPLOYEE SUCCESS.
>> CHAIR D. FLORES: ONE, I THINK FOR THOSE WHO ARE POSSIBLY NEW TO HIRE IN I KNOW FOR A A LOT FROM UNDERREPRESENTED GROUPS THEY DON'T KNOW THE PATHWAYS.
IF YOU HAVE SOMEONE WITH A BACHELORS AND THEY WANT TO BE A DEAN, NO, YOU CAN'T BE A DEAN.
LIKE THE STUDENTS WHERE WE HAVE PATHWAYS, CREATE PATHWAYS TO WHERE THEY AT LEAST KNOW WHAT THEY HAVE TO ACHIEVE TO EVEN GET ON THE PATH.
>> M. BRUMBACH: IT'S A GUIDED PATH WAY FOR EMPLOYEES.
>> CHAIR D. FLORES: WITHIN THE ORGANIZATION OR WITHOUT.
WE HOPE THEY WOULD STAY WITH US.
BUT AT LEAST THEY KNOW WHAT THEY NEED TO DO IF THEY WANT TO BECOME A DEAN OR PROGRAM DIRECTOR OR A V.P., ET CETERA.
IF THEY WANT TO BE ON THE BOARD, QUIT YOUR JOB, RUN.
>> P. RITTER: [INDISCERNIBLE] SO MUCH DIFFERENT THAN WHAT A CORPORATE PATH WAY.
EVEN THE DELOITTE, TH TH THERE IS A FINITE NUMBER OF POSITIONS FOR CERTAIN THINGS YOU CAN DO.
THEN YOU [INDISCERNIBLE] WHEREVER YOU WANT TO BE.
>> CHAIR D. FLORES: LIKE WITH FACULTY WE GIVE EXTRA COMPENSATION, THANK YOU, FOR MORE EDUCATION CREDENTIALS AND DEGREES.
DO WE DO THE SAME WITH OTHER LEVELS OF EMPLOYEES? WE TAKE THEM FROM F41 O WHATEVER,.
>> M. BRUMBACH: THERE IS A STIPEND IF THEY GET A INDUSTRY.
I THINK PRETTY MUCH ACROSS-THE-BOARD.
>> M. BRUMBACH: THE QUESTION IS, WE HAVE RANGES, WE HAVE [INDISCERNIBLE] RANGES F1, F2 WHERE PEOPLE GET DEGREES AND MOVE UP.
FOR STAFF AND ADMINISTRATORS, IF THEY ATTAIN A HIGHER DEGREE IS THERE NOT A STIPEND STRUCTURE
[03:45:02]
THAT GOES WITH THAT?>> THERE IS A STIPEND [INDISCERNIBLE] I CAN'T RECALL.
>> M. BRUMBACH: YOU DON'T HAVE TO. I JUST NEEDED TO AFFIRM.
WHAT I'M HEARING, THERE IS A PATH WAY.
>> CHAIR D. FLORES: WE HAVE TO KNOW WHAT THE PATHWAYS ARE.
I'M GOING TO GIVE YOU AN EXAMPLE.
TWO YOUNG MEN, THEY ARE NOT WITHIN, I HOPE YOU CAN GET THEM WITHIN, BUT WHO KNOWS, THERE ARE IN ANOTHER INSTITUTE, LATINOS, WHO GOT THEIR MASTERS, THEY WANT TO PROGRESS BUT THEY DON'T KNOW HOW TO INTERNALLY HOW TO PROGRESS OR LOOK FOR MENTORSIP.
>> M. BRUMBACH: THIS MAY INVOLVE INTERNSHIP AND POSITIONS.
THERE IS A HOST OF THINGS THAT GO WITH THIS.
>> M. BRUMBACH: THAT COMES UNDER THE UIDED PATHWAYS APPROACH.
I THINK IT'S A REALLY NOVEL WAY TO THINK ABOUT IT.
IT'S WHAT WE'RE DOING FOR OUR STUDENTS, WE DO FOR STAFF AND ADMINISTRATORS.
>> OPPORTUNITIES ONCE YOU ARE ON BOARD YOU CAN ASPIRE TO WHATEVER, IT'S NOT CLEARLY INDICATED [INDISCERNIBLE] I DON'T KNOW IF IT IS.
CERTAINLY SEEM AN ASSET TO OFFER THEM POSITIONS.
>> M. BRUMBACH: IT MAY LET THEM PREPARE IN A WAY WE HAVEN'T BEEN ABLE TO BEFORE.
SOMETIMES WHEN WE HIRE PEOPLE AND SAY, OKAY, THROW YOURSELF IN THE WATER IT'S FINE AND LET THEM FIGURE OUT WHAT TO DO.
SOMETIMES THERE IS A COACHING THERE.
IF THEY GET THE COACHING UP TO THAT ROLE THEY MAY COME BETTER PREPARED TO THE OSITION.
>> VICE CHAIR W. JAMESON: AS WE BRING FOLKS IN, GET MORE OUT OF COLLEGE, THE EARLIER WE CAN DO THAT THE BETTER.
>> CHAIR D. FLORES: I GUESS IN TERMS OF EMPLOYEE SUCCESS, HOW DO WE COMMUNICATE TO THEM THAT WE VALUE THEM OTHER THAN JUST WORDS? WHAT WORDS AND ACTIONS? I'M ASKING THAT.
YOU CAN COME BACK WITH RECOMMENDATIONS MAYBE.
THAT'S NOT SOMETHING THE BOARD NEEDS TO DO.
COMMUNICATE TO EMPLOYEES THEY ARE VALUED AND IMPORTANT TO THE ORGANIZATION.
>> M. BRUMBACH: INTRINSIC VERSUS MONETARY, A WAY TO RECOGNIZE VALUED EMPLOYEES.
WE'LL WORK ON, MAYBE RECOGNITION BEYOND BEST ADMINISTRATOR.
>> CHAIR D. FLORES: GIVE YOU AN EXAMPLE.
IT WAS AS SIMPLE AS MY SUPERVISOR VALUING WHAT I HAD TO SAY AND MY INPUT.
IT MADE ME FEEL IMPORTANT AND NEEDED AND VALUABLE.
IT CAN BE SIMPLE THINGS TOO THAT LEADERS AREN'T TAKING INTO ACCOUNT.
>> M. BRUMBACH: THE THING THAT DELOITTE WAS TALKING ABOUT THIS MORNING, PRESENT, HEARD, RES RESPECTED, MAY NOT ACCEPT THE IDEA BUT CERTAINLY LISTEN TO IT.
>> WE HAVE A NEW [INDISCERNIBLE] -- EMPLOYEE ONE-ON-ONE, IT'S A TECHNOLOGY-BASED COMMUNICATION SYSTEM TO PROVIDE [INDISCERNIBLE] I THINK THE EXPANSION OF THAT WOULD BE A VALUABLE TOOL TO [INDISCERNIBLE] CONTRIBUTING TO [INDISCERNIBLE]
>> M. BRUMBACH: NOT JUST ONCE A YEAR, IT'S A CONTINUOUS ENGAGEMENT.
>> CHAIR D. FLORES: MAYBE RELEVANT PROFESSIONAL DEVELOPMENT.
THE WAY THEY WANT TO GET IN THEIR CAREER.
>> M. BRUMBACH: WE'LL ADD TO THIS THIS ONE.
>> CHAIR D. FLORES: WRY N WE NEED SOMETHING ON EMPLOYEE SUCCESS.
>> M. BRUMBACH: [INDISCERNIBLE] SUCCESS, WE'LL CAPTURE THAT.
>> M. BRUMBACH: PATHWAYS PROGRAM WILL PROBABLY HAVE THAT BUILT IN.
>> M. BRUMBACH: ADD A NAVIGATOR COMPONENT.
SOMETIMES IT'S THE CASE OF AN INDIVIDUAL WHO MAYBE WORKING WITHIN A DIVISION BUT DOESN'T FEEL COMFORTABLE ASKING HAT SUPERVISOR ABOUT WHAT.
MAYBE THERE IS SOMEBODY OUT THAT THAT BECOMES THE NAVIGATOR.
[03:50:02]
SOME KIND OF MENTORSHIP THAT IS NOT NECESSARY TO DIRECT SUPERVISOR.>> CHAIR D. FLORES: MAYBE SOMETHING LIKE CHANCELLOR AND HIS EXECUTIVE STAFF HAVING QUARTERLY SESSIONS.
IN OTHER WORDS, YOU ARE NVITED TO COME AND ASK QUESTIONS, HOW DO YOU GET WHERE YOU WERE AND HAVE THE DIRECT ONE-ON-ONE SO THEY CAN GO BACK.
MAYBE I DO WANT TO DO THAT AND LOOK AT THE PATH WAY.
FROM OUR TOP LEADERSHIP THEY CAN HAVE THOSE QUESTIONS, CHANCELLOR, HOW DID YOU GET THAT.
>> M. BRUMBACH: IT'S THE MY STORY THAT DELOITTE WAS TALKING ABOUT.
>> CHAIR D. FLORES: IT'S A FACE-TO-FACE INTERACTION LIMITED TO MAYBE THE FIRST 30 EMPLOYEES OR SOMETHING WHO SIGN UP.
>> M. BRAVO: SOME OF THIS I THINK TOO, WE'RE ALL SITTING HERE NOT QUITE AWARE OF EVERYONE'S SITUATION.
DO WE KNOW WHAT AN EMPLOYEE'S IDEA OF SUCCESS IS?
>> M. BRUMBACH: GOOD QUESTION.
>> CHAIR D. FLORES: MAYBE ASKING THEM HOW WHAT DOES SUCCESS LOOK LIKE TO YOU?
>> VICE CHAIR W. JAMESON: THAT IS THE THIRD CARD DOWN.
>> CHAIR D. FLORES: WHAT MAKES YOU FEEL VALUED? A VALUED MEMBER OF THE ORGANIZATIONISM.
>> D. ZIMMERMANN: SOMETIMES YOU PUSH FROM AN ANSWER, SOMETIMES YOU CAN PULL AN ANSWER.
YOU HAVE TO ASK THE RIGHT PEOPLE TO GIVE THE RIGHT ANSWER.
>> CHAIR D. FLORES: MAYBE, DR. MAY, EMPLOYEE REACTION FOR FOCUS GROUPS.
>> M. BRUMBACH: KIND OF LIKE WHAT YOU DID WITH STUDENTS.
>> CHAIR D. FLORES: THERE YOU GO.
>> M. BRUMBACH: THAT AKES AN OKAY ACRONYM.
I ALWAYS HAVE TO LOOK AT THEM.
DONE FOR THE MOMENT? WE'LL BRING IT BACK TO YOU.
>> CHAIR D. FLORES: YOU AID 50, I THOUGHT I HEARD 15.
IS THERE ANYTHING ELSE ON THE AGENDA? I DON'T HAVE IT IN FRONT OF ME.
>> S. WILLIAMS: [INDISCERNIBLE]
>> CHAIR D. FLORES: THEY CAN COME P HERE SO WE CAN ALL SEE.
>> S. WILLIAMS: THEY MAKE YOU LOOK GOOD?
>> M. BRUMBACH: IT DOESN'T WORK WITH ME.
MY MOTHER WAS ALWAYS SUSURPRISED TO HAVE AN ILLEGIBLE CHILD.
THIS IS YOUR ASSISTANT DIRECTOR, SOMETHING LIKE THAT.
JOYCE ROUSEY, AND TOM CHESNEY AT BROOKHAVEN, AND ANTHONY DENNY, OUR DIRECTOR OF OPERATIONS.
SENIOR DIRECTOR OF L LOGISTICS AND OPERATIONS.
HE HANDLES THE STUFF THAT GOES BEHIND THE SCENES.
>> PRESENTER: COMING UP ON EIGHT YEARS.
>> PRESENTER: 13 YEARS, 10 OF THOSE AS BROOKHAVEN IN THE MATH AND SCIENCES.
>> M. BRUMBACH: YOU WANT TO ASK HOW LONG I HAVE BEEN HERE? 46 YEARS.
THIS IS WHAT YOU BECOME AFTER YOU START TEACHING ART AT MOUNTAIN VIEW COLLEGE.
>> CHAIR D. FLORES: THANK YOU, MARY.
ALL RIGHT. WE'RE ADJOURNED
* This transcript was compiled from uncorrected Closed Captioning.