ORGANIZATION DIVERSITY PLANNING
THE UNIVERSITY OF GEORGIA
OFFICE OF THE REGISTRAR
LaKeisha Chappell, Gail Kefentse, William Stewart, Shantell Sweeney
CUR/518
March 12, 2018
Dr. Randy Howell
BACKGROUND INFORMATION – UNIVERSITY OF GEORGIA
• Founded in Athens, GA in 1785 as the first university in America to be created by a state
government.
• Current workforce of just under 10,000 people with an annual budget of approximately 1.4
billion dollars; one of the state’s largest economic contributors (New Georgia Encyclopedia,
2018).
• Lack of inclusion in the workforce has traditionally been a concern.
• Over the past decade, the University has instituted new efforts to address concerns with
diversity and inclusion such as an institutional diversity plan, Office of Registrar’s diversity
plan, a diversity council for students, and a diversity affairs policy under the College of
Agricultural and Environmental Sciences.
• As of 2017, the number of minority students is still not proportionate to that of the state as a
whole (Webb, 2018). However, the University has been working to increase the number of
minorities in the student body, staff and faculty.
An analysis of the existing diversity plan for the Office of the
Registrar and recommendation for a course of action follows.
EXISTING DIVERSITY PLAN – OFFICE OF THE REGISTRAR
Staff Development
Diversity Awareness
• Staff members are encouraged to register for and attend at least
one training and development session annually that pertains to • Observe heritage months and special days with office events and public
diversity issues on-campus. Diversity coordinators work to ensure staff displays.
members are aware of EOO and NDAH rights and responsibilities. The • Diversity coordinators will work to ensure information displayed in the
management team will work to schedule diversity related trainings and break room and on the public monitor is accurate and up to date.
events during the annual office retreat or inter-office training. (Examples
may include: Safe Space, UGA Diversity Certificate, Legal Issues, UGA • Increase the presence of diversity initiatives on our website.
Advisor Certificate, and Global Advising Certificate.) • Images on the website should be reflective of our campus and
• Each staff member is encouraged to attend at least one such program community. Maintain active links to OID and OID calendar, publish our
annually and to incorporate diversity training in their annual performance diversity statement, and incorporate a diversity element within the office
evaluation goals. Allow staff time to participate in on-campus diversity mission statement.
events.
Staffing
• Staff members will be encouraged to take advantage of speakers and
other on-campus events and share what they learned at staff meetings. • Directors shall make a conscious effort to increase the applicant pool of
historically underrepresented groups and persons with diverse
• Encourage staff to take advantage of Tuition Assistance Program (TAP), backgrounds when filling staff positions. Per UGA policy, a search
conferences, Element-K training, multicultural meetings and other forms committee may extend the period of recruitment in order to seek
of professional development. applications from underrepresented groups. When advertising a
position, ensure that it reaches a wide and deep pool with easily
• The Registrar's Office Diversity Representative will work to maintain the
accessible venues.
message center that focuses on career development, professional
organizations, and diversity events on campus. • Work closely with HR to ensure that any postings issued from the
Registrar's Office reaches a broad spectrum of qualified applicants.
Cross Campus Initiatives
• Continue the practice of informing prospective employees of UGA's
• The Office of the Registrar will appoint a staff member to represent the diversity plan and specifically asking if they support an office climate that
office and coordinate communication with the Office of Institutional embraces underrepresented groups and persons.
Diversity. This will range from sharing initiatives from OID and reporting,
as well as sharing information on how our office supports the needs of a • Include the Office of the Registrar diversity statement in job
diverse population. descriptions. Include diversity awareness and a commitment to
promoting and enhancing diversity as a preferred qualification. Ensure
• The representative will be appointed annually and will be responsible for the interviewing team is diverse. Ask questions about the prospective
submitting an annual report to the OID as well as to the Registrar for employee's experience in working with people from diverse
inclusion in the Registrar's Office annual report. backgrounds.
(The University of Georgia Office of The Registrar, 2018)
ASSESSMENT PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Workforce Diversity: The division
of the workforce into distinctive
categories that (a) have a perceived
commonality within a given cultural
or national context and that (b)
impact potentially harmful or
beneficial employment outcomes
such as job opportunities, treatment
in the workplace, and promotion
prospects—irrespective of job-
related skills and qualifications” (Mor
Barak, 2014, p.135).
Department Climate Survey on
Diversity and Inclusion
Environmental Scan – Reviewing
diversity plans of Registrar
departments of similar-sized within
higher education institutions and to
assist with identifying areas for
improvement.
The Read & Black, 2018)
ASSESSMENT PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Why the Office of the Registrar at UGA needs
diversity planning improvement services.
On-Campus Departments
• Office of Institutional
Ethnic Origin Breakdown
Diversity at the
University of Georgia
• Multicultural
Services and
Programs
123 Countries
Represented in
Enrollment Classes Events Forums
ASSESSMENT PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Why the Office of the Registrar at UGA needs
diversity planning improvement services.
Survey Findings Revealed:
• “81% reported being
The Solution
comfortable or very comfortable
with the climate at UGA” Diversity planning improvement
(Gleason, 2016) services will:
• “16% reported experiencing Provide observation and
exclusionary, intimidating, recommendations made by a
offensive and/or hostile neutral party.
conduct” (Gleason, 2016)
Identify what is currently
• 22% of staff reported observed working with in the diversity
unjust hiring practices (Ranking and plan.
Associates Consulting, 2016)
The Problem: Provide a comprehensive,
Potential Disconnect of Current impartial action plan to benefit
Programing and Perceived Staff the University as a whole.
and Students Needs
ASSESSMENT PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
EVALUATION
Areas of Legal Concern
• Title VII of the Civil Right Act of 1964 (Title VII)
• Pregnancy Discrimination Act (PDA)
• Americans with Disabilities Act (ADA)
• Age Discrimination in Employment Act (ADEA)
• Equal Pay Act (EPA)
• Uniformed Service Employment and
Reemployment Rights Act (USERRA)
ASSESSMENT PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
Proposed Additions -Existing Diversity Plan EVALUATION
• Utilize diverse search committees to interview other university units
for improvement ideas
• Conduct equity feasibility review of job classifications and salaries
• Institute a formal program for recognition of employee inclusion RECOMMENDED
•
efforts
Incorporate career-focused leadership and guidance (Ex.
COURSE OF ACTION
Employee Mentoring Program on Diversity and Inclusion)
• Designate specific targets for diversity and inclusion (Ex. There are a number of effective
percentages for employment proportions of marginalized groups)
• Add new long-term goals to existing goals elements in the existing diversity
• Incorporate an extensive diversity and inclusion training program plan, however, there are several
additions and revisions
proposed.
Proposed Revisions - Existing Diversity Plan
• Require- rather than encourage, staff members to attend at least
The recommendation is to revise
one on-campus diversity and inclusion training and development the existing diversity plan to
session annually include the items outlined.
• Require- rather than encourage, each staff member to incorporate
diversity training into their annual performance evaluation goals
• Institute scheduled meetings to follow diversity events in which staff
members participate and share knowledge gained from attending
these events
• Develop annual climate survey within departments on diversity,
equity and inclusion practices
DESIGN PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
• Add new long-term goals to the existing goal system EVALUATION
– Increase collaboration and communication in various diversity and inclusion efforts
– Strengthen data collection practices relative to diversity and inclusion endeavors
– Include faculty and staff in key planning activities regarding major department
responsibilities, functions and initiatives
– Create active participation among faculty and staff in diversity and inclusion efforts
– Recruit, retain and support advancement opportunities for a more diverse faculty and
staff
– Enhance and sustain an institutional climate that values and welcomes diversity and
inclusion
• Design and implement an extensive diversity training program
• Revise existing diversity plan
– Using the aforementioned adjustments to the existing plan and additions, revise the
diversity plan in alignment with the new long-term goals
DESIGN PHASE ASSESSMENT
DESIGN
IMPLEMENTATION
DIVERSITY AND INCLUSION TRAINING PROGRAM EVALUATION
• Blended delivery approach including face-to-face and online instruction
• All employees are required to complete training
• Modules align with at least one of the diversity plan goals
• Content Modules
Defining diversity and discussing the advantages of diversity and inclusion.
Legal aspects of inclusion
Cultural competence and inclusive decision-making
Self-awareness and managing differences and conflicts
Intercultural communication
Generational differences and workplace implications
Unconscious biases
IMPLEMENTATION AND EVALUATION PHASES ASSESSMENT
DESIGN
IMPLEMENTATIO
N
EVALUATION
• Garnering Staff Support
– A “kickoff” meeting
– Subsequent formal and informal discussions
– Printed collateral
• Maintaining Support
– Monthly University faculty and staff meetings (may differ for county staff and faculty)
– Formal recognition of individual staff efforts
– Monthly email newsletter centering on diversity and inclusion
• Evaluation
– Annual reviews
– Diversity and inclusion climate survey
REFERENCES
Diversity Affairs. (2012). Retrieved from http://www.caes.uga.edu/academics/diversity-affairs/about/uga-diversity-statement.html.
Diversity at UGA: Diversity advisory council. (2012). Retrieved from http://diversity.uga.edu/index.php/about/diversity-council.
Fisher v. University of Texas at Austin, No. 14-981 (June 23, 2013) (Findlaw, Dist. file).
http://caselaw.findlaw.com/us-supreme-court/14-981.html.
Funke, D. (2015). The Red and Black. Retrieved from https://www.redandblack.com/uganews/the-negative-perception-recruiting-
challenges-impede-black-student-enrollment-at/article_196b4c04-9d3d-11e5-8806-9f7450dbdb49.html
Gleason, J. (2016). Campus climate survey highlights strengths, areas for improvement. Retrieved from
https://news.uga.edu/campus-climate-survey-highlights-strengths-areas-for-improvement/?/
Jackson, T. (2011). Building a diversity training program. Retrieved from http://www.diversityjournal.com/1973-building-a-diversity-
training-program/.
Koonce, R. 2001. "Redefining diversity: It's not just the right thing to do; it also makes good business sense." Training and
Development (December).
Mor Barak, M. E. (2014). Managing diversity: Toward a globally inclusive workplace (3rd ed.). Thousand Oaks, CA: Sage.
REFERENCES
New Georgia Encyclopedia. (2018). University of Georgia. Retrieved from
https://www.georgiaencyclopedia.org/articles/education/university-georgia.
Ranking and Associates Consulting. (2016). Campus Climate Research Study. Retrieved from
http://diversity.uga.edu/uploads/documents/UGA-campus-climate-2016-executive-summary.pdf
The Red & Black. (2018). Retrieved from https://www.redandblack.com.
The University Of Georgia. (2017). Fact book 2017. Retrieved from
https://oir.uga.edu/_resources/files/factbook/UGA_FactBook2017.pdf
The University of Georgia Office of The Registrar. (2012). Retrieved from http://www.reg.uga.edu/our-office/diversity-plan.
Webb, A. (2018). Is diversity rising at UGA? 2017 freshman class does not reflect state demographics. Retrieved from
https://www.redandblack.com/uganews/is-diversity-rising-at-uga-freshman-class-does-not-reflect/article_ca29e718-8def-11e7-
9183-c725403ede2b.html.
