1、95 Expert Panelists Julie OMara Alan Richter,Ph.D.presentStandards for Organizations Around the WorldAdapted for Higher and Tertiary Education InstitutionsBy Cynthia H.Love,Ed.D.,GDIB Expert Panelist and Executive Directorsponsored by10th Anniversary Edition 2016 FREE TO USE PERMISSION REQUIREDAbout

2、 this Adaption for Higher and Tertiary Education.For more information about ACPACollege Stu-dent Educators and the adaption of the GDIB for higher and tertiary education,contact Dr.Cindi Love at:cloveacpa.nche.edu or 972-358-5907.First and Primary Sponsor.The Diversity Collegium.See page 4.For more

3、on the GDIB.Go to Global D&I Benchmarks at www.diversitycollegium.org to download the free GDIB,user tools,and other information;to donate to help support D&I research;and to learn more about The Diversity Collegium.Accessibility and Alternate Format.The GDIB authors are striving to make the GDIB an

4、d user tools accessible.Generally we are following the guidelines provided by the W3C Web Accessibility Initiative(WAI),a worldwide initiative to make the Web more accessible for persons with disabilities,which is a critically important D&I goal.As this 2016 GDIB goes to press,and while we have desi

5、gned this edition of GDIB with accessibility in mind,we still have some work to do.For that reason and for further accommodation we are also providing an Alternate Format version.Symbolism of the GDIB logo.The logo is a stylized version of the new GDIB Model.It is set in a circle to convey the ongoi

6、ng and never-ending importance of diversity and inclusion.The equilateral triangle in the center symbolizes equality and solidarity or strength and represents the Bridging Group.Colors have a wide range of meaning across cultures.What may be interpreted as a positive meaning for one color in one cul

7、ture may be a nearly opposite meaning in another culture.We have been thoughtful in our selection of colors and offer our interpretation,which is a combination of a various cultural symbolism.The color yellow was selected for Bridging because it stands for optimism and imagination.The green color fo

8、r the Foundation Group symbolizes nature and renewal,blue for the Internal Group represents harmony and order,and red for the External Group stands for passion and strength.All are in a vibrant hue,which symbolizes the vitality to succeed.The swirls of dark blue represent the power,energy,and motion

9、 needed to sustain this work.And the openness of the swirls showing the colors overlapping one another symbolizes the integration and comprehensiveness needed for D&I to succeed.Intercultural English.We have used culturally neutral English principles to write in clear,translatable language that does

10、 not include culturally specific words and phrases(such as idioms or other local expressions).We use U.S.American English spelling.Continual Improvement and Future Versions.Your feedback,suggestions,and stories of using GDIB are welcomed.Permission Agreement.The GDIB is shared at no cost for all to

11、use.However,you must request permission from ACPA,College Student Educators International,to use this edition adapted for Higher and Tertiary Education.Additionally,all written communicationswhether a presentation,formal report,or an emailsends a message about the GDIB.As part of the Permission Agre

12、ement,and to help ensure messaging consistency in delivering high-quality communications,you must follow the GDIB Style Guide.Go to Global D&I Benchmarks at www.diversitycollegium.org and scroll to Higher and Tertiary Education Edition to sign and submit the Permission Agreement and to download the

13、GDIB Style Guide.Graphic Design.Shawndra Diaz of Out Of Proportion Studios http:/September 1,2016Dear Colleagues,ACPACollege Student Educators International,in partnership with the 95 GDIB Expert Panelists and authors,Julie OMara and Alan Richter Ph.D.,now offers the ACPA Global Diversity&Inclusion

14、Benchmarks to colleges and universities at no charge.The GDIB has been used worldwide by organizations of all types and sizes,from an independent book publisher to a U.S.county government to a global car manufacturer.GDIB helps catalyze positive change in diversity,equity,and inclusion within organi

15、zational culture to achieve our mission,improve performance,and increase revenues.ACPAs customization of the GDIB for colleges and universities provides an engaging and easy to implement baseline assessment of campus climate and a comprehensive strategy to deconstruct and change some of the most con

16、tested issues of our timeracism,gender bias,religious intolerance and sexism.The GDIB stimulates campus wide awareness of barriers and lays the foundation for better attitudes,behaviors and standards for faculty,staff,administrators,and students concerning respect for individual needs,abilities,and

17、potential.Use of the GDIB can positively influence institutional effectiveness at a time when we need it most.ACPACollege Student Educators Internationalis one of the longest tenured higher education associations dedicated to holistic student learning and development.Since 1954,ACPA scholars and pra

18、ctitioners have been publishing the Journal of College Student Development,higher educations Tier One resource for the most rigorous research of the complex intersections of social changeaccessibility,diversity,equity and inclusion.The GDIB translates what we know about retention and completion into

19、 what we can do to really achieve them.The customizations for the ACPA edition include:Institution and organization have distinct meanings.In the general use GDIB only the term organization is used.On page 15 examples relevant to institutions are provided.Category 12 is customized from a focus on pr

20、oduct development to a focus on student development.Category 13 is customized from a focus on marketing of products and services in general to a focus on marketing and student recruitment.There is no charge for this work;however you must complete the permission agreement,sign it and receive an execu

21、ted signed agreement from the authors to use it.You will find that agreement on www.diversitycollegium.org in the section titled Global D&I Benchmarks and then scroll to the ACPA page.If you have additional questions please contact me.Sincerely,Cynthia H.Love,Ed.D.Executive DirectorMission:ACPA supp

22、orts and fosters college student learning through the generation and dissemination of knowledge,which informs policies,practices and programs for student affairs professionals and the higher education community.Vision:ACPA leads the student affairs profession and the higher education community in pr

23、oviding outreach,advocacy,research,and professional development to foster college student learning.Core Values:Education and development of the total student.Diversity,multicultural competence and human dignity.Inclusiveness in and access to association-wide involvement and decision-making.Free and

24、open exchange of ideas in a context of mutual respect.Advancement and dissemination of knowledge relevant to college students and their learning,and the effectiveness of student affairs and student services professionals and their institutions.Continuous professional development and personal growth

25、of student affairs and student services professionals that includes the development of effective administrative leadership and management skills.Outreach and advocacy on issues of concern to students,student affairs and services professionals and the higher and tertiary education community,including

26、 affirmative action and other policy issues.TABLE OF CONTENTSINTRODUCTION.1DEFINITIONSDiversity,Inclusion,Global.1ULTIMATE GOALS OF D&I.2DIVERSITY COLLEGIUM SPONSORSHIP.4APPROACHES.5Competence.6Compliance.6Dignity.6Organization Development.7Social Justice.7CONNECTING D&I AND SUSTAINABILITY.8THE GDIB

27、 MODEL.12DOING COMPREHENSIVE WORK.14THE FIVE LEVELS.16SCOPE OF THE GDIB.18THE FOUNDATION GROUP.22Category 1:D&I Vision,Strategy,and Business Case.24Category 2:Leadership and Accountability.26Category 3:D&I Structure and Implementation.28THE INTERNAL GROUP.30Category 4:Recruitment,Retention,Developme

28、nt,and Advancement.32Category 5:Benefits,Work-life Integration,and Flexibility.34Category 6:Job Design,Classification,and Compensation.36Category 7:D&I Learning and Education.38THE BRIDGING GROUP.40Category 8:Assessment,Measurement,and Research.42Category 9:D&I Communications.44Category 10:Connectin

29、g D&I and Sustainability.46THE EXTERNAL GROUP.48Category 11:Community,Government Relations,and Social Responsibility.50Category 12:Programs and Services Development.52Category 13:Marketing and Student Recruitment.54Category 14:Supplier Diversity.56RESEARCH PROCESS.58THE EXPERT PANELISTS.62HOW TO USE

30、 THE GDIB.66TERMINOLOGY.71ACKNOWLEDGEMENTS.73OUR ENCOURAGEMENT.74THE AUTHORS.75THE GDIB:AT-A-GLANCE AND BY-THE-NUMBERSFor all sectors,sizes,&types of organizations around the world3 DEFINITIONSDiversityInclusionGlobal2 ULTIMATE D&I GOALSA Better WorldBetter Institutions5 APPROACHESCompetence,Complia

31、nce,Dignity,Organization DevelopmentSocial Justice4 GROUPSFOUNDATIONDrive the StrategyINTERNALAttract&Retain PeopleBRIDGINGAlign&ConnectEXTERNALListen to&Serve Society14 CATEGORIES AND CONCRETE ACTIONS1.Vision2.Leadership3.Structure4.Recruitment&Development5.Benefits6.Compensation7.Learning8.Assessm

32、ents9.Communications10.Sustainability11.Social Responsibility12.Programs&Services13.Marketing&Student Recruitment14.Supplier Diversity266 TOTAL BENCHMARKS AT 5 LEVELSBest Practices Progressive Proactive Reactive InactiveTHE RESEARCH95 EXPERT PANELISTSHOW TO USE THE GDIBTERMINOLOGY&ENCOURAGEMENTINTRO

33、DUCTIONWe offer the Global Diversity&Inclusion Benchmarks:Standards for Organizations Around the World(GDIB)to support organizations globally in the development and implementation of Diversity and Inclusion(D&I)best practices.The GDIB helps organizations:Realize the depth,breadth,and integrated scop

34、e of D&I practices;Assess the current state of D&I;Determine strategy,and;Measure progress in managing diversity and fostering inclusion.Diversity and Inclusion has emerged as a worldwide practice that is critical to an organizations success.As with other disciplines,such as quality and safety,stand

35、ards are needed to establish criteria by which to measure and monitor progress.This Tenth Anniversary editionthe fourth GDIBupdates the previous editions published in 2006,2011,and 2014.No doubt in the future there will be ongoing modifications where new best practices are identified and current one

36、s become less significant.DEFINITIONSWe believe it is important to define what we mean by“diversity,”“inclusion,”and“global.”Users may also wish to research the literature to discover other definitions and select what works best for their institution and their stakeholders.Diversity refers to the va

37、riety of similarities and differences among people,including but not limited to:gender,gender identity,ethnicity,race,native or indigenous origin,age,generation,sexual orientation,culture,religion,belief system,marital status,parental status,socio-economic difference,appearance,language and accent,d

38、isability,mental health,education,geography,nationality,work style,work experience,job role and function,thinking style,and personality type.Inclusion of various diversity dimensions may vary by geography or institution.Inclusion is a dynamic state of operating in which diversity is leveraged to cre

39、ate a fair,healthy,and high-performing institution or community.An inclusive environment ensures equitable access to resources and opportunities for all.It also enables individuals and groups to feel safe,respected,engaged,motivated,and valued,for who they are and for their contributions toward inst

40、itutional and societal goals.Global simply means that the GDIB is designed to apply to organizations anywhere in the world.These Benchmarks are not limited to multinational organizations or those organizations that work internationally.The Benchmarks are not specific to a country or culture.2016 Jul

41、ie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.1Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldUltimate goals of D&I:Creating a better world Impro

42、ving institutional performance2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.2Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE ULTIMATE

43、GOALS OF DIVERSITY AND INCLUSIONWhen considering the ultimate goals of Diversity and Inclusion(D&I),people tend to emphasize one of two perspectives:helping to make the world a better place for all or helping to improve organizational performance.The priority of one perspective over another may be i

44、nfluenced by circumstance or context.Some people emphasize that not only are these perspectives complementary but that when D&I work is done well both goals are achieved.Below are descriptions of each perspective and the related role of the GDIB.CREATING A BETTER WORLDProfessionals in the field,peop

45、le engaged in D&I,and colleagues at progressive organizations agree that the ultimate goal is to help create a world that is better for everyone.The goal may be stated in different words and with different points of emphasis;however,a consensus exists on a long-term purpose:Contribute to the greater

46、 good of society Create a world which is fair and just and respectful of individuals and their similarities and differences Create a world where everyone is able to sustain a high quality of life and enjoy peace and prosperityGlobally,social justice underpins much of the D&I work being done in publi

47、c policy and development initiatives.As well,there are many organizations firmly committed to doing what is right and ethical for all stakeholders.IMPROVING INSTITUTIONAL PERFORMANCEA more immediate(and some would suggest more direct)outcome of D&I is to help improve institutional performance.This i

48、s commonly referred to as the business case or rationale.Each institution should develop its own business case or rationale for D&I.A well-designed and well-executed D&I strategy can help an institution:Achieve its institutional vision,mission,strategy,and annual goals/objectives Attract and retain

49、diverse talent Build strong and high-performing teams Cultivate leaders who inspire inclusion and champion diversity Leverage an extensive range of backgrounds and skills to enhance creativity,innovation,and problem solving Increase engagement,motivation,and productivity Improve the quality of work/

50、life integration Enhance the institutions reputation/brand as an employer or provider of choice Minimize risk/exposure and ensure compliance with legal requirements Sustain an environment that treats people fairly and equitably Ensure a sense of belonging for students,an essential foundation for per

51、sistence,retention,and completion.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.3Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE DIVER

52、SITY COLLEGIUM SPONSORSHIP OF GDIBThe Diversity Collegium is extraordinarily pleased to become the first and primary sponsor of the Global Diversity&Inclusion Benchmarks:Standards for Organizations Around the World.As organizations and societies strive to create inclusive environments and approaches

53、,we believe the GDIB provides important information,guidance,and support.The Diversity Collegium is particularly proud to sponsor the Global Diversity&Inclusion Benchmarks because it is one of the first comprehensive explanations of what creating inclusive systems and managing diversity entails.We a

54、ppreciate that the GDIB represents the best thinking of 95 Expert Panelists around the world.It is free for anyone to use,which we believe is extremely significant.All that is required is to ask permission so that we can track users to learn from their experience and input.We do not share names of a

55、ny users without their permission.The Diversity Collegium believes our sponsorship of the GDIB offers an important way for us to achieve our mission of advancing the field.In addition to the GDIB itself,you will find a significant number of GDIB user tools on the Collegium website.The Diversity Coll

56、egium is a think tank of practitioners,scholars,and thought leaders whose mission is to advance the field of Diversity and Inclusion through dialogues,symposia,research,and publications.Established in 1991,the group addresses and thinks critically about how to orchestrate and effect change among ind

57、ividuals,teams/groups,and organizations in varying developmental stages and across sectors in this growing field.The founders of the Diversity Collegium envisioned a small group of practitioners coming together frequently in order to understand and support each others work,to share their intellectua

58、l property,and to think about and engage the issues of the emerging field.That vision continues with membership limited to 25 people,by invitation,and managed so that a balance of diversity is created among the members,including such dimensions as race and ethnicity,sector,gender,generation,and how

59、one practices in the field.THE DIVERSITY COLLEGIUM VISION:Tap into the power of diversity and inclusion to transform the spirits,hearts and minds of societies,organizations and individuals to positively impact the quality of life for all human beings.The Diversity Collegium is a nonprofit corporatio

60、n registered in the State of Washington,U.S.A.,with tax-exempt status as a 501(c)(6)professional association with the U.S.Internal Revenue Service.For more information about the Collegiums history and work,please visit:www.diversitycollegium.org2016 Julie OMara&Alan Richter.All rights reserved.ACPA

61、granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.4Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldAPPROACHES TO DIVERSITY&INCLUSIONThese approaches show the vast scope of the D&I field:Competence:

62、Improving skills,knowledge,and ability Compliance:Complying with laws and regulations Dignity:Affirming the value and interconnectedness of every person Organization Development:Improving organizational performance Social Justice:Treating people equitablyðicallyThe GDIB offers benchmarks that can

63、 help improve the quality of D&I work of all organizations in the world,regardless of how the work is named.Most organizations are motivated to engage in D&I based on a combination of values,knowledge,and goals.See the section on page 3,The Ultimate Goals of Diversity and Inclusion.Many organization

64、s combine several approaches,whereas others may begin their D&I journey with an intention inspired by a specific approach,such as compliance or social justice,only to discover they are achieving benchmarks more closely associated with another approach.Some GDIB users may read items in the lists for

65、each approach and think,“Ive never heard of this”or“Thats not really D&I work”or“That approach may cause misunderstanding or confusion in our organization.Can we remove it from the list?”In some cases an organization may think a certain approach is not applicable or is“wrong.”Others would disagree.T

66、he intention in naming these five approaches is to say that they exist,but not to say that everyone must follow them or agree.In addition,and while not directly pertinent to the GDIB,the D&I profession,like many,finds that those who approach the work in different ways may work in silos(one group ope

67、rating in isolation from another)and sometimes even competitively or at cross purposes.This may reflect differing values,goals,bases of knowledge,or courses of study.We believe that the GDIB can be helpful for all organizations as well as for the practitioners conducting the workpracticing inclusion

68、 and respect for the various approaches to D&I could yield greater collaboration on achieving common goals.Here are the five approaches,listed alphabetically.It is very important to note three things when reviewing these approaches and the words used to describe them:There is much overlap among the

69、five approaches.Thus,you will see some descriptors mentioned in more than one.The approaches operate as a system this means that when work is going on under the heading of one approach it may impact another approach.The descriptors may have different meanings in different cultures,and language trans

70、lations may alter the meaning of specific words.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.5Global Diversity&Inclusion Benchmarks Standards for Organizations Around the

71、WorldCOMPETENCE:IMPROVING SKILLS,KNOWLEDGE,AND ABILITYThis approach focuses on increasing the competence of individuals and organizations to interact effectively in the context of many similarities and differences.Measures of success align with demonstrated competence.Terms sometimes used when descr

72、ibing this approach:Accent perception/understanding Awareness Being an ally or champion Bias reduction(conscious and unconscious)Crucial or difficult conversations Cultural adaptation Cultural competence Cultural intelligence Culturally neutral language D&I skills training Diversity of thought Effec

73、tive behaviors Intercultural communication Intercultural competence Intersectionality Micro-inequity Multicultural education Polarity management Social&Emotional Intelligence Valuing differences/diversityCOMPLIANCE:COMPLYING WITH LAWS AND REGULATIONSMost institutional and societal entities have laws

74、,rules,codes,guidelines,norms,and the like that indicate how people within and sometimes outside of those entities are expected and/or required to behave.Terms sometimes used when describing this approach:Affirmative action Anti-discrimination Employment equity Equal educational opportunity Equal op

75、portunity Equality Equity Human Rights Legal Pay Equity Regulatory Representation/targets/quotas Respectful workplace TransformationDIGNITY:AFFIRMING THE VALUE AND INTERCONNECTEDNESS OF EVERY PERSONThis section includes secular and religious perspectives that recognize the value and worth of every h

76、uman being and our interdependence.Terms sometimes used when describing this approach:Abundance Awareness Compassion Connectedness Cultural humility Empathy Ethics Faith Forgiveness Generosity Habits Interbeing Interconnection Interdependence Kindness Love Mindfulness Oneness Peace Right thing to do

77、 Rules Secular humanism Spirituality Unity Universality Values2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.6Global Diversity&Inclusion Benchmarks Standards for Organizatio

78、ns Around the WorldORGANIZATION DEVELOPMENT:IMPROVING INSTITUTIONAL PERFORMANCEThis approach is distinguished by the weighting of performance goals in determining which actions to take to optimize personal and institutional performance.Terms sometimes used when describing this approach:Action resear

79、ch Business imperative Change management Competitive advantage Culture change Employer of choice Funding or capitalizing Human capital utilization Innovation Learning organizations Learning communities Leveraging diversity/differences Managing complexity Institutional effectiveness Institutional sys

80、tems Reputational capital Return on Investment(ROI)Shareholder value Strategic Diversity Management *Sustainability Systems change Talent management Transformation*Strategic Diversity Management is a trademarked process by R.Roosevelt Thomas,Jr.,who passed away in May,2013.He was a GDIB Expert Panel

81、ist,author of many books and articles,and he left an influential legacy.He considered SDM the cornerstone of his work.Therefore,we have made an exception to include this trademarked process,which some D&I professionals use.SOCIAL JUSTICE:TREATING PEOPLE EQUITABLY AND ETHICALLYThis approach is aimed

82、at achieving justice and fairness,ultimately for everyone.Terms sometimes used when describing this approach:Anti-discrimination Community responsibility Economic empowerment Eliminating discrimination Eliminating“isms”/phobias Equality Equity Ethics Fairness Human Rights Income inequality Living wa

83、ge Overcoming/dismantling oppression Pay Equity Restorative justice Social cohesion Social justice Social responsibility Sustainability2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission inf

84、ormation.7Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldCONNECTING D&I AND SUSTAINABILITYIn this 2016 edition of the GDIB,the authors and Expert Panelists have decided to add“Connecting D&I and Sustainability”as a new Bridging Category to the GDIB.It is Category 1

85、0 on page 46.This decisiona significant decision for the D&I fieldis influenced by two developments:(1)a growing trend of some organizations connecting D&I with institutional sustainability processes and outcomes and(2)the publication of Transforming Our World:The 2030 Agenda for Sustainable Develop

86、ment,“a plan of action for people,planet,prosperity,peace,and partnership adopted on 25 September 2015 by all 193 Governments of the United Nations.”See the official UN website for the Agenda and updated information.The 1948 United Nations Universal Declaration of Human Rights(and other Human Rights

87、 Conventions and Declarations)and this 2030 Agenda for Sustainable Development provide a values basis for the GDIB.DEFINITION OF SUSTAINABILITYJust as there are many definitions of D&I,there are many definitions of sustainability.For the purposes of the GDIB,we are connecting the values and desired

88、outcomes inherent in D&I work(See GDIB,page 3,The Ultimate Goals of D&I)with the values and goals of sustainability.Drawing from several definitions of sustainability and sustainable development,here is the definition we are using for the GDIB:Sustainability is the long-term process of simultaneousl

89、y pursuing Social equity,including workforce inclusion,Economic prosperity,Environmental health,and Ethical behavior.Sustainable development will enable future generations to live comfortably in a safe,clean,and healthy world that respects human work and aspirations.Its success depends on the unders

90、tanding of interdependencies and the determination to make necessary changes today.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.8Global Diversity&Inclusion Benchmarks Stan

91、dards for Organizations Around the WorldD&I AND SUSTAINABILITY CONNECT IN THE FOLLOWING WAYS1 An increasing number of organizations around the world have made commitments to sustainability and are engaged in sustainability initiatives.Aligning D&I initiatives with sustainability efforts will strengt

92、hen both the sustainability initiative and the D&I initiative,resulting in more focused use of resources and the ability to achieve goals.2 The 2030 Agenda for Sustainable Development contains 17 Sustainable Development Goals(SDGs)with 169 targets.It expands the integration of environmental,social,a

93、nd economic policies and raises the bar on the role that all types and sizes of organizations in various sectors should play in supporting the global sustainable development agenda.It mentions and supports workplace D&I and describes People,Planet,Prosperity,Peace,and Partnership as its focus.While

94、many would make the case that all 17 goals support D&I,below are several goals that are especially consistent with the GDIB Categories and Benchmarks.Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.(SDG#4)Achieve gender equality and empower all wo

95、men.(SDG#5)Promote sustained,inclusive,and sustainable economic growth,full and productive employment,and decent work for all.(SDG#8)Build resilient infrastructure,promote inclusive and sustainable industrialization,and foster innovation.(SDG#9)Reduce inequality within and among countries.(SDG#10)Pr

96、omote peaceful and inclusive societies for sustainable development,provide access to justice for all,and build effective,accountable,and inclusive institutions at all levels.(SDG#16)For your further review,there is a list of specific GDIB Benchmarks and how they relate to the UN goals and targets on

97、 The Diversity Collegium website.3 A premise of the sustainability movement is:“I succeed when you succeed.”This means that all individuals and organizations will do best when they work collaboratively and compete with fairness and respect.This premise is in concert with the values and ultimate goal

98、s of D&I work.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.9Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldQUESTIONS AND ANSWERS TO FURT

99、HER CLARIFY CONNECTING D&I AND SUSTAINABILITYHow can we be strategic about aligning D&I and Sustainability?Many organizations are engaged or are becoming engaged in sustainability.It is our belief that astute D&I leaders,practitioners,and champions will participate in strategic conversations and wil

100、l set goals that align the efforts of both initiatives in part or in whole.This combined strategy is likely to save resources and strengthen results.During 2015,as this new edition of the GDIB research was being prepared,we noticed such for-profit and non-profit/NGO job titles as“D&I and Sustainabil

101、ity”as well as conference presentations regarding the connection of D&I and sustainability.A quick search of the Internet will identify organizations that have aligned their D&I and Sustainability initiatives or are in the process of doing so.In some organizations,leaders engaged in D&I initiatives

102、may need to suggest that the institution become engaged in sustainability.Other organizations may be engaged in sustainability but missing the connection with D&I.In either case,leaders and D&I professionals need to be knowledgeable of both initiatives and work towards alignment.Isnt sustainability

103、filled with rules and regulations and extensive reports?Some organizations see it that way.Several GDIB Expert Panelists are concerned that extensive reporting requirements create misunderstandings about the broader definition of sustainability because many of the reporting requirements are in the e

104、nvironmental arena.Some governments require organizations to complete extensive environmental impact reports and use the word“sustainability”to title those reports.An example of a voluntary sustainability initiative that covers the economic,social,environmental,and ethical dimensions of sustainabili

105、ty with a mandatory reporting requirement is the United Nations Global Compact.It contains over 12,000 signatories across 160 countries from business,civil society,academia,cities,and other entities that have agreed to report regularly on their progress in implementing sustainability.Many leading or

106、ganizations also follow the voluntary Global Reporting Initiative(GRI)industry specific reporting guidelines.GRI is an international independent nonprofit institution that produces one of the most widely used standards for sustainability reporting;also known as ecological footprint reporting,environ

107、mental social governance(ESG)reporting,triple bottom line(TBL)reporting,and corporate social responsibility(CSR)reporting.Further,the nonprofit B Corp movement is gaining momentum around the world.It is creating“the community of Certified B Corporations”and a global economy that uses business as a“f

108、orce for good.”It envisions“a new type of corporation which is purpose-driven and creates benefit for all stakeholders,not just shareholders.”Isnt sustainability mainly about protecting the environment?At first some organizations and authors focused primarily on cleaning up the environment and savin

109、g the planet when talking about sustainability.But now the broader definition and scope as stated above are more widely used.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.1

110、0Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldIsnt it important for D&I to align with other institutional initiatives in ad-dition to sustainability?If so,why doesnt the GDIB include other cat-egories that the GDIB connects with?We agree that D&I best practices a

111、re aligned and linked across a variety of institutional initiatives.The astute professional will proactively form alliances with colleagues in their institution who are leading other initiatives.Areas of alliance with D&I in addition to sustainability includebut are not limited toethics,change manag

112、ement,leadership development,employee engagement,student engagement,community engagement,social cohesion,and social responsibility.Do you have experience or empirical evidence that this GDIB category contains the relevant benchmarks?It is a relatively new and progressive practice to align D&I and su

113、stainability.The Expert Panelists are establishing these benchmarks based on what they believe are the needed outcomes when connecting D&I and sustainability initiatives in an institution.The benchmarks are based on experience from some organizations that are already making these connections and are

114、 inspired by Agenda 2030.Unlike with the other categories and benchmarks,the Expert Panelists are less certain that these are the correct benchmarks,but are confident enough to publish them.We welcome feedback on these benchmarks at any time.Why is Connecting D&I and Sustainability a category in the

115、 Bridging Group?Sustainability,like communication,assessment,and measurement,links with all categories.Several Expert Panelists suggested that sustainability be part of Category 11:Community,Government Relations,and Social Responsibility,but that category is part of the external group and sustainabi

116、lity connects with Internal,External,and Foundation groups.Therefore the choice was the Bridging Group.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.11Global Diversity&Incl

117、usion Benchmarks Standards for Organizations Around the WorldTHE GDIB MODEL The equilateral triangle symbolizes equality and solidarity or strength.The Foundation categories form the base of the triangle.The Bridging categories are displayed as a circle in the center connecting the Foundation,Intern

118、al,and External categories.The lines separating the four groups are differently sized dashes symbolizing permeability and interconnectivity and reflect the systemic nature of D&I.Colors have great variations in symbolism across cultures.What may be interpreted as a positive meaning for one color in

119、one culture may be a nearly opposite meaning in another culture.We have been thoughtful in our selection of colors and offer our interpretation,which is a combination of a various cultural symbolism.We chose green for Foundation representing nature and renewal,blue for Internal representing harmony

120、and order,red for External representing passion and strength,and yellow for Bridging representing optimism and imagination.All are in a vibrant hue representing the vitality needed for the work to succeed.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary

121、 Education Edition.Go to www.diversitycollegium.org for permission information.12Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE GDIB MODEL We believe the 14 categories,organized into four groups,cover the important elements that need to be addressed to create a

122、 high-impact Diversity&Inclusion initiative.Each category is divided into five levels,with the benchmarks at Level 5 considered best practice.Most organizations will need to address all the Foundation and Bridging Categories.Organizations may be more selective about which of the Internal and Externa

123、l Categories to address.Addressing all 14 categories is the most comprehensive and systemic approach.Programs&Supplier Diversity&Student Recruitment2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for p

124、ermission information.13Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldDOING COMPREHENSIVE D&I WORK IN ORGANIZATIONSThe GDIB is designed to guide organizations to achieve best practices.The model with its 14 categories helps leaders and D&I professionals implement

125、strategies that work as an integrated system.Achieving many of the benchmarks in any given category is dependent on the achievement of benchmarks in other categories.A system is composed of interactive parts connected through relationships,practices,and processes.Decisions and actions in one part of

126、 the system create consequences intentional and unintentionalfor neighboring parts of the system.For example,the recent Fair Labor Standards Act regulations regarding overtime may result in a hardship for campuses.They may react by eliminating positions.2016 Julie OMara&Alan Richter.All rights reser

127、ved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.14Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldEXAMPLES OF SYSTEM CONNECTIONS THAT MATTERIt is unlikely that good outcomes in student l

128、earning and development will be provided(GDIB Category 12)if employees arent well trained(Category 7)or if leaders arent held accountable for ensuring that effective student support and services are provided(Category 2).If an institution wants to attract or promote more faculty members of color,it w

129、ill need to have a strategy(Category 1),hold leaders accountable for goals to achieve the strategy(Category 2),develop faculty members of color in the institution and leaders to support them(Category 7),and ensure that compensation is competitive,tenure is achievable,(Category 6)and that benefits ar

130、e such that faculty members of color will join and stay with the institution(Categories 4 and 5).No matter how well leaders are briefed on the need to meet certain goals,if they arent rewarded for meeting those goals(Categories 2 and 6)or reminded(Category 9)or educated on how to do it(Category 7),i

131、t is less likely that the goals will be met.FOCUS ON MORE THAN ONE OR TWO ACTIVITIESEffective D&I work is not a simple matter of focusing on one or two activities.Often we hear leaders and some D&I practitioners proclaim,“We plan to focus our resources on three things this year.”Those three things m

132、ay be good things to do,but they often arent tied together strategically or may require a significant amount of promotion and communication,which isnt part of the budget.Planning like this can often fail.For most effective D&I work,organizations will probably need to be at least a Level 3 on most of

133、 the benchmarks in the Foundation and Bridging Groups.Vision,strategy,leadership accountability,adequate resources and professional expertise,communications,assessment,and measurement are critical elements of systems that are most successful in achieving the benchmarks in the Internal and External g

134、roups.It is difficult to dismantle the GDIB model or ignore parts of it.Go to User Tools on The Diversity Collegium website to see several examples of D&I work and other tips for effectively implementing a comprehensive,systemic D&I initiative.2016 Julie OMara&Alan Richter.All rights reserved.ACPA g

135、ranted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.15Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE FIVE LEVELS For each category,the benchmarks are divided into five levels that indicate progre

136、ss toward the best practices in that category.Going beyond Level 5 would make your institution a pioneer and probably a model for the next GDIB update.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org fo

137、r permission information.16Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE FIVE LEVELSFor each category,the benchmarks are divided into five levels that indicate progress toward the best practices in that category:LEVEL 5:BEST PRACTICE Demonstrating current best

138、 practices in D&I;exemplary for other organizations globally.LEVEL 4:PROGRESSIVE Implementing D&I systemically;showing improved results and outcomes.LEVEL 3:PROACTIVE A clear awareness of the value of D&I;starting to implement D&I systemically.LEVEL 2:REACTIVE A compliance mindset;actions are taken

139、primarily to comply with relevant laws and social pressures.LEVEL 1:INACTIVE No D&I work has begun;diversity and a culture of inclusion are not part of institutional mission,vision,and goals.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edi

140、tion.Go to www.diversitycollegium.org for permission information.17Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldSCOPE OF THE GDIBWhat is a benchmark?A benchmark is another word for an institutional standard of performance.Benchmarks are usually described in langu

141、age stated as an end result or outcome.They are definable levels of achievement.They help people in organizations identify and describe high-quality results or aspirations and to assess progress over time.In a young field such as D&I,it is important to develop benchmarks,since what people consider e

142、xcellent work may vary significantly due to different perspectives and cultural contexts.What is benchmarking?Benchmarking is the process of comparing your institution to other organizations that are regarded as having successfully accomplished what your institution wants to achieve.Sometimes organi

143、zations benchmark within their institution(across divisions and regions for example);other times they benchmark across or within sectors,sizes,or industries,or with specific organizations.Such benchmarking can be time-consuming and expensive.The GDIB can effectively replace that type of benchmarking

144、 and be a more cost-effective method for discovering what others consider excellent D&I work.Are the benchmarks in the GDIB aspirational or proven best practices?They are proven best practices according to the collective opinion of the authors and the Expert Panelists.See the section on the Research

145、 Process on page 58.And to many,the benchmarks,especially those at the upper levels,will be aspirational.It is up to each institution to set goals to achieve the benchmarks they set for their or-ganization.How many benchmarks are in the GDIB?There are a total of 266 benchmarks in 14 categories and f

146、our groups.Benchmarks in Levels 4 and 5 are the most important to strive for.What size institution can benefit most from working with the GDIB?Medium and large institutions would benefit most because they potentially have more resources to deploy the staff,programs,and activities needed to achieve t

147、he benchmarks.That said,we believe small institutions will also find these useful,although more customization may be required.It should be noted that small institutions may be just as capable of reaching the higher level benchmarks as medium and large ones,but the benchmarks may need to be adjusted

148、slightly.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.18Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldDo these benchmarks apply to all

149、sectors and countries?Yes.We have written the GDIB to apply to a broad variety of types of organizations and sectors,including for-profit,nonprofit,education,healthcare,government,and community.In our efforts to make the benchmarks as universal as possible,we have used general terminology and avoide

150、d addressing such specifics as curriculum in education,life-saving cultural interventions in healthcare,shareholder return processes,and so forth.Those specifics,however,should be developed by the institution as a part of its strategic plan and actions as described in Category 1:D&I Vision,Strategy,

151、and Business Case.The terminology in some categories,such as Category 12:Programs and Services Development and Category 13:Marketing and Student Recruitment may need to be customized based on the sector and its stakeholders.Using familiar terminology,while keeping the intent of the benchmarks,is lik

152、ely to help the GDIB be more acceptable to users.How does the GDIB address legal requirements?Legal requirements(such as Employment Equity and disabilities legislation)are an important aspect of D&I work.Some categories,such as Category 4:Recruitment,Retention,Development,and Advancement will be imp

153、acted by the various legal requirements in different countries more than other categories.Because legislation varies by state,province,and country,each institution using the GDIB will need to ensure compliance with legislation in its diversity work.Many organizations make it a point to state that th

154、eir D&I work extends beyond what is required by law.How can we apply GDIB,when some countries and states as well as institutions have laws or rules forbidding certain types of diversity?We rely on the judgment and discretion of GDIB users to determine which of the benchmarks are appropriate in their

155、 situation.Furthermore,laws and rules often lag behind norms related to D&I.That said,the authors and Expert Panelists feel we have an obligation to see the world for what it should be,as well as for what it is.Without this perspective,many of the ideas and benchmarks in the GDIB would be excluded.W

156、e also recognize that idealism cannot always compensate for deep-seated social and political realities.The GDIB represents what we believe to be the highest levels of D&I work.It is up to each individualand each institutionto determine how to balance the ideas described here with the contextual unde

157、rstanding that comes from living in an imperfect world.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.19Global Diversity&Inclusion Benchmarks Standards for Organizations Aro

158、und the WorldIs there a values basis for GDIB?Yes,indirectly.The Universal Declaration of Human Rights published by the United Nations in 1948 is a worldwide platform supporting a range of global values including Diversity and Inclusion.There are also several related UN conventions that impact D&I d

159、irectly,such as the Convention for the Rights of Persons with Disabilities.In addition,in September 2015 the United Nations Heads of State and Government and High Representatives declared support for Transforming Our World:The 2030 Agenda for Sustainable Development.Several of its 17 Sustainable Dev

160、elopment Goals mention inclusion directly.In keeping with this agenda,a category on Connecting D&I and Sustainability has been added to this 2016 GDIB edition.Is the field too young to have benchmarks or standards?Definitely not.By most accounts the D&I field has been in existence for five or six de

161、cades in some countries.Over this time,a vast collection of papers,articles,conference proceedings,books,benchmarking studies,and websites have shared collective practices many consider to be examples of quality work.While each institution or community must construct its own best practice,the GDIB c

162、an greatly aid that construction.Furthermore,when best practices are shared more broadly across countries,regions,industries,and sectors,collective advances in D&I will have a greater and more sustainable impact.What organizations are considered best practices organizations in D&I?Stories about D&I

163、best practice organizations appear frequently in the professional literature,social media,and blogs,and presentations on best practices are popular at many conferences.Often these are large organizations that have been doing this work for some time,have experienced D&I functions,and invest time and

164、resources into their efforts.It is likely that many organizations can claim best practice(GDIB Level 5)for some of the 14 categories,but not for all.We are confident that there are many other best practice organizations that are not well known.See The Diversity Collegium website for examples of orga

165、nizations doing best practice work in various GDIB categories.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.20Global Diversity&Inclusion Benchmarks Standards for Organizati

166、ons Around the WorldHow do benchmarks relate to competencies and behaviors?Benchmarks are institutional standards stated as outcomes.Competencies and behaviors describe the actions,steps,skills,knowledge,ability and capability of individuals.Clearly,meeting the higher-level benchmarks will require a

167、 high level of competence.How can you be sure the GDIB crosses cultures?Culture is a fluid concept.In each region of the world different diversity dimensions will be more crucial,and there will be different approaches and levels of maturity of D&I concepts and practices.Each institution in the diffe

168、rent regions of the world should adapt and customize the GDIB to the specific characteristics of their country/culture.Culture-specific knowledge and competence is extremely important in this process.Why isnt there a category on Institutional Culture in the GDIB?We define institutional culture as a

169、system of shared beliefs,values,norms,habits,and assumptions that impact the institutions environment and influence how people behave within it.The authors and Expert Panelists concluded that it would be difficult to develop a category on culture and five levels of benchmarks without making assumpti

170、ons about what an institutions culture should be.That seems too prescriptive for what we are striving to accomplish with the GDIB.Just as we say that the GDIB applies to and is useful in organizations of a variety of sizes,sectors,and approaches,GDIB is also useful in a variety of institutional cult

171、ures.In addition,certain aspects of institutional or national cultures may assist or hinder the implementation of D&I initiatives and/or the ability of an organization to achieve the benchmarks.These aspects of institutional or national culture should be taken into account when embarking on any D&I

172、initiative or strategy.2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.21Global Diversity&Inclusion Benchmarks Standards for Organizations Around the WorldTHE FOUNDATION GROU

173、P Drive the StrategyThe three categories we consider foundational are those used to build a D&I initiative.They are necessary to the effective operation of all other categories.The authors and Expert Panelists state that it is difficult to have an effective D&I program without being at least a Level

174、 3 in all of the categories in the foundation group.Go to www.diversitycollegium.org for user-friendly checklists formatted for rating your institution.22Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted L

175、icense for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.Develop a strong rationale for D&I vision and strategy and align it to institutional goals.Hold leaders accountable for implementing the institutions D&I vision,setting goals,achieving resul

176、ts,and being role models.Provide dedicated support and structure with authority and budget to effectively implement D&I.Drive the Strategy OMara,Richter23Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted L

177、icense for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 1:D&I VISION,STRATEGY,AND BUSINESS CASEAction:Develop a strong rationale for D&I vision and strategy and align it to institutional goals.D&I is embedded in the values,culture,and pr

178、ocesses of the institution and plays an integral part in achieving growth and success.There is a clear D&I vision and an explicit understanding of the rationale or business case,which allows for the development of measurements to track progress towards meeting D&I goals.There is clear evidence that

179、accomplishing D&I goals leads to institutional success.The institution is a known leader in D&I and is frequently benchmarked by other organizations.24Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted Lice

180、nse for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 1:D&I VISION,STRATEGY,AND BUSINESS CASELEVEL 5:BEST PRACTICE 1.1 D&I is embedded in institutional culture and is not seen as an isolated program but rather as a core value,a source of

181、innovation,and a means to growth and success.1.2 All the major components of D&I work,including vision,strategy,business case or rationale,goals,policies,principles,and competencies,are regularly reviewed.1.3 The D&I strategy contributes to specific accomplishments and the institutions overall succe

182、ss in observable,measurable ways.1.4 The institution is known as a leader in D&I and is frequently acknowledged,cited,and benchmarked for its pioneering D&I accomplishments.LEVEL 4:PROGRESSIVE 1.5 The institutions D&I vision and goals,as well as the requirement to embed equity,pre-vent harassment,an

183、d reduce discrimination,are fully supported and rewarded.1.6 The majority of stakeholders acknowledge that D&I is important for contributing to the success of the institution.1.7 D&I competencies that help achieve the D&I strategy are demonstrated by a majority of employees.1.8 D&I is well integrate

184、d into the institutions strategy.LEVEL 3:PROACTIVE 1.9 The institution has examined its systems,practices,requirements,and institutional culture and created strategies to reduce barriers to inclusion.1.10 A compelling D&I vision,strategy,and business case has been developed and communicated to all e

185、mployees.It describes the multiple ways that individuals,teams,and the institution benefit from D&I.1.11 D&I is defined broadly to include dimensions beyond gender,age,disability,and other characteristics.1.12 D&I qualitative and quantitative goals that include input from a variety of internal and e

186、xternal stakeholders are being developed.LEVEL 2:REACTIVE 1.13 If a D&I strategy exists,it is limited only to human resource functions.1.14 D&I is narrowly defined,referring only to some underrepresented groups.The focus is primarily on numbers of people from various groups represented at different

187、institutional levels.1.15 Equal opportunity,disability access,age discrimination,or other diversity-related policies have been adopted primarily to meet compliance requirements and prevent damaging legal action or publicity.LEVEL 1:INACTIVE 1.16 There is no D&I vision,strategy,imperative,business ca

188、se,goals,policies,principles,or program.1.17 There is no linkage of D&I to the vision,mission,and goals of the institution.25Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertia

189、ry Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 2:LEADERSHIP AND ACCOUNTABILITYAction:Hold leaders accountable for implementing the institutions D&I vision,setting goals,achieving results,and being role models.Leaders and board members view the accomplishmen

190、t of D&I goals and objectives as an important part of their responsibilities.They publicly support internal and external diversity-related activities.They are seen as change agents and role models when it comes to D&I,routinely discuss the importance of D&I,and provide consistent,visible D&I leaders

191、hip.Leaders are held accountable for implementing the D&I strategy.They provide D&I coaching and development to those they manage.26Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher

192、&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 2:LEADERSHIP AND ACCOUNTABILITYLEVEL 5:BEST PRACTICE 2.1 A large majority of students and employees across an array of diversity dimensions rate their leaders as treating them fairly and inclusively.2.2

193、Management performance,pay,bonuses,and promotions are tied to a variety of D&I indicators.2.3 Leaders are seen as change agents and role models and inspire others to take individual responsibility and become role models themselves.2.4 Leaders and board members publicly support internal and external

194、diversity-related initiatives,even if they are perceived to be controversial.2.5 Leaders and board members understand that D&I is systemic.They are fully committed to holding people at all levels accountable for achieving the D&I objectives.LEVEL 4:PROGRESSIVE 2.6 Leaders are involved in D&I initiat

195、ives,communicate the D&I strategy,and provide recognition for D&I champions and advocates.2.7 Leaders hold themselves and others responsible for achieving the D&I goals and objectives.2.8 The board of directors is diverse,is engaged in D&I issues,and holds the leadership team accountable for achievi

196、ng the D&I strategy.2.9 Managing D&I is an essential leadership competency and leaders are rated on it.LEVEL 3:PROACTIVE 2.10 Leaders are knowledgeable about D&I and accept managing D&I as one of their responsibilities.2.11 Leaders willingly write and speak internally and publically about the instit

197、utions D&I efforts.2.12 Leaders engage in D&I issues important to students and employees and are actively involved in diversity networks.2.13 To increase their knowledge and competence,leaders seek coaching in D&I and provide coaching and mentoring to others.LEVEL 2:REACTIVE 2.14 Leaders are general

198、ly unfamiliar with D&I and require instructions or scripts to discuss it.2.15 Although leaders accept some responsibility for D&I,the focus is mainly on compliance.2.16 Leaders consistently avoid or are reluctant to address challenging D&I situations.LEVEL 1:INACTIVE 2.17 There is little or no leade

199、rship involvement or accountability for D&I.2.18 Leaders consistently see differences primarily as problematic rather than as opportunities for enrichment,progress,and success.27Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights

200、 reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 3:D&I STRUCTURE AND IMPLEMENTATIONAction:Provide dedicated support and structure with authority and budget to effectively implement D&I.As a reflection of th

201、e importance of D&I,there is a dedicated person with D&I expertise on the senior administrative team.This leader interacts with and has full access to leaders and the board,and,if the institutions size merits it,has a professional staff dedicated to D&I.In addition,D&I networks,teams or committees w

202、ithin the institution champion D&I initiatives,using a D&I view to assess institutional processes and practices.D&I leaders have an adequate budget to implement the strategy.28Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights r

203、eserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 3:D&I STRUCTURE AND IMPLEMENTATIONLEVEL 5:BEST PRACTICE 3.1 The most senior D&I professional is an equal and influential partner on the senior leadership team.

204、3.2 Leaders at all levels lead the institutions D&I initiatives and are regarded as D&I champions.3.3 Diversity networks serve as partners and advise on recruitment,retention and completion,communications,risk management,product and service development,community engagement,and other institutional is

205、sues.3.4 D&I is well integrated into core organizational systems and practices.LEVEL 4:PROGRESSIVE 3.5 The institution provides adequate re-sources,staffing,and support to help ensure implementation of its D&I strategy.3.6 The D&I function is headed by an influential leader who is knowledgeable abou

206、t D&I.3.7 D&I councils/committees are composed of line and staff leaders representing the diversity of the institution.3.8 Diversity networks are recognized as credible,valued resources to the institution.3.9 Departments or divisions have D&I councils/committees in alignment with the institutions st

207、rategy.LEVEL 3:PROACTIVE 3.10 There is a D&I champion/leader and staff with responsibility for D&I.3.11 A few diversity networks with budget and resources exist.3.12 An institution-wide D&I council/com-mittee is given visible support by leaders,represents internal stakeholders,and impacts D&I effort

208、s.3.13 Some budget has been allocated to cover D&I implementation.3.14 The D&I staff are hired for their competence and their ability to bring diverse perspectives to the work and not just because they represent an identity group traditionally labeled as underrepresented.3.15 If the institution has

209、labor unions or similar groups,they are engaged in D&I efforts.3.16 D&I staff are called upon for advice,counsel,and content expertise.LEVEL 2:REACTIVE 3.17 D&I is simply an additional duty of student affairs/services/support,human resources,legal,or other department.3.18 Diversity networks and D&I

210、committees may exist,but they have no real power,influence,or resources.LEVEL 1:INACTIVE 3.19 There is no institutional structure or budget for D&I.3.20 No one in the institution has formal responsibility for addressing D&I issues.29Global Diversity&Inclusion Benchmarks Standards for Organizations A

211、round the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.THE INTERNAL GROUP Attract&Retain PeopleThe four categories in the Internal Group focus primarily on strengthen

212、ing the institution and the effectiveness of leaders and employees.Traditionally,many D&I programs empha-size categories in the Internal Group.One rea-son is that this group is often part of the Student Affairs/Support/Services or Human Resources function,which traditionally is where D&I has been pl

213、aced on the organization chart.However,consideration should be made to positioning D&I as a separate function where it can effectively work with other functions and departments.Go to www.diversitycollegium.org for user-friendly checklists formatted for rating your institution.30Global Diversity&Incl

214、usion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.Ensure that D&I is integrated into recruitment,talent development

215、,advancement,and retention of employees.Achieve work-life integration and flexibility.Ensure that job design and classification are unbiased,and compensation is equitable.Educate leaders and employees so they have a high level of D&I competence.Attract&Retain People OMara,Richter31Global Diversity&I

216、nclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 4:RECRUITMENT,RETENTION,DEVELOPMENT,AND ADVANCEMENTAc

217、tion:Ensure that D&I is integrated into recruitment,talent development,advancement,and retention of employees.A conscious effort is made to attract applicants from different diversity dimension groups to achieve and maintain a workforce that shows diversity across levels and functions.Search firms a

218、re required to provide diverse candidates.Advertising is targeted to diverse communities,diversity on interviewing panels is standard,and staffing/hiring managers are educated on the impact of bias.High-potential talent from backgrounds not represented in a balanced way across the organization are p

219、rovided with coaching,mentoring,and sponsorship opportunities.Turnover of underrepresented groups is in parity with that of the majority group.32Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License fo

220、r this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 4:RECRUITMENT,RETENTION,DEVELOPMENT,AND ADVANCEMENTLEVEL 5:BEST PRACTICE 4.1 The institutions talent development processes have resulted in equitable and accessible recruitment,retention,and

221、 completion,and advancement and a pervasive feeling of inclusion.4.2 The workforce across all levels and functions is generally representative of the institutions labor markets.4.3 The institutions reputation for quality D&I efforts enhances its ability to attract and retain employees who contribute

222、 to outstanding institutional results.4.4 Turnover of members of underrepresented groups is in parity with that of the majority group.LEVEL 4:PROGRESSIVE 4.5 Recruitment includes advertising on diversity-focused career websites,using social media,and networking with internal and external diversity g

223、roups.4.6 Recruitment and selection panels understand how bias enters into recruiting and therefore include members knowledgeable about the diverse population the institution wants to attract and advance.4.7 Special efforts are made to place members of underrepresented groups in positions that serve

224、 as succession pools for future promotion.4.8 Employees are encouraged to consider development opportunities and positions outside their current functional,technical,or professional area.4.9 Development through self-assessment,coaching,mentoring,and participating in projects where accomplishments ca

225、n become known is open and encouraged.4.10 Employees are exposed to a variety of cultures,markets,values,and practices as part of development and retention.4.11 High potential talent is provided with internal coaches,mentors,and external coaching opportunities to maximize performance and develop adv

226、anced careers.LEVEL 3:PROACTIVE 4.12 The workforce is beginning to reflect the diversity found in the institutions qualified labor market,but there is still underutilization of certain groups in mid-level and senior-level positions and some functions.4.13 Managers are educated in understanding diffe

227、rences and the impact their biases may have on selection,development,and advancement decisions.4.14 External search firms are selected based in part on their expertise in diversity recruiting.4.15 The institution offers a variety of development programs and encourages employees to take advantage of

228、them.4.16 The institution attempts to remove biases based on personality type;for example,showing or restraining emotions wont be seen as a barrier.LEVEL 2:REACTIVE 4.17 The hiring focus is based primarily on representation to meet diversity or equity goals or targets.4.18 Recruitment practices do n

229、ot include diverse candidates as a matter of procedure for all positions.4.19 Development and advancement systems do not focus on including diverse candidates.4.20 Recruitment and development systems do not take into account how people from different cultures and backgrounds may respond to interview

230、 questions.LEVEL 1:INACTIVE 4.21 There is no effort to recruit,select,advance,or retain employees from diverse underrepresented groups at any level.4.22 Other than a short statement that the institution has an equal opportunity or similar policy,there is no mention of D&I in the institutions public

231、messaging.33Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 5:BENEFITS,WORK-LIFE IN

232、TEGRATION,AND FLEXIBILITYAction:Achieve work-life integration and flexibility.Flexible work options are widely available.They are actively promoted and recognized as enhancements of productivity.As such,their use is encouraged and is not seen as career limiting.Benefits and services that are specifi

233、c to the diverse needs and wants of the employee are provided and updated based on research-driven innovative ideas and on-going assessment of employee needs.Some examples are:subsidized dependent-care,lactation rooms,eldercare,emergency care,fitness programs,and paid leave.Accommodations for religi

234、ous practices,persons with disabilities,and other special needs are achieved with care and consideration and beyond legal requirements.34Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this H

235、igher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 5:BENEFITS,WORK-LIFE INTEGRATION,AND FLEXIBILITYLEVEL 5:BEST PRACTICE 5.1 Most leaders model work-life integration.5.2 Part-time,job sharing,and other flexible work arrangements are available for al

236、l appropriate positions.Their use,which leaders encourage,does not negatively impact employee performance or advancement.5.3 The institution accepts and recognizes diversity in language and accents,dress,religion,physical appearance,and non-traditional schedules as fully legitimate.5.4 A comprehensi

237、ve range of flexible benefits and services,including education,health,and counseling,is provided.5.5 Based on research and assessment,benefits and services are regularly adapted to changing conditions,technology,and innovative ideas.LEVEL 4:PROGRESSIVE 5.6 Paid leave beyond what is legally required

238、is provided and used.This may include care giving for spouses,domestic partners,children,and adult dependents.5.7 Work-at-home,job-sharing,and part-time work is provided for select positions.5.8 The institutional culture is accepting of those who work flexible schedules.5.9 Health and wellness benef

239、its include education,clinics,fitness centers,employee assistance programs,and preventive healthcare,including mental health issues.5.10 Family-friendly services include subsidized childcare and eldercare(on-site or outsourced),lactation rooms,and emergency care.5.11 Accessibility and accommodation

240、for religious practices,persons with disabilities,and other special needs are accepted and do not negatively impact the perception of performance.5.12 Policies and practices guard against favoritism and are applied equitably across the institution in a culturally sensitive way.5.13 An inclusive conc

241、ept of family guides determination of benefits and participation in organizational events.LEVEL 3:PROACTIVE 5.14 Paid leave is provided for healthcare,civic responsibilities,bereavement,and so forth.5.15 Religious practices and cultural holidays are mostly accommodated even if they are not the holid

242、ays of the majority.5.16 Flexibility in personal appearance and ones workspace is allowed for most employees,provided it is done in a culturally sensitive way.5.17 Technology support for mobility,disabilities,and flexible work arrangements are available for select employees.LEVEL 2:REACTIVE 5.18 Ben

243、efit programs generally are“one-size-fits-all”and their value or relevance to employees is not monitored.5.19 Work schedules are generally traditional,inflexible,and compliance-driven.5.20 Flexibility may be misunderstood,applied unfairly,or perceived as favoritism.5.21 Language and physical access

244、are accommodated only when legally required.LEVEL 1:INACTIVE 5.22 Only legally required employee benefits and services are provided.5.23 There is little or no provision for childcare and family needs,schedule flexibility,or work leave.35Global Diversity&Inclusion Benchmarks Standards for Organizatio

245、ns Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 6:JOB DESIGN,CLASSIFICATION,AND COMPENSATIONAction:Ensure that job design and classification are u

246、nbiased and compensation is equitable.The institution systematically reviews job requirements,classifications,and compensation for bias and adverse impact.Job descriptions and requirements are clear and do not include non-job-related factors.The institution designs jobs to accommodateas much as poss

247、ibleindividual needs as well as institutional needs.Remuneration is based on performance.Compensation analyses are conducted regularly to ensure that biases based on race,ethnicity,age,gender,function,and other potential equity issues are significantly reduced.36Global Diversity&Inclusion Benchmarks

248、 Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 6:JOB DESIGN,CLASSIFICATION,AND COMPENSATIONLEVEL 5:BEST PRACTICE 6.1 Th

249、e institution maintains equitable internal and external compensation and job classification practices.6.2 Innovative job design results in employees being paid for performance rather than“putting in time,”and enables flexible work options.6.3 Inequitable previous compensation systems have been addre

250、ssed and individuals compensated.6.4 Classification and compensation systems have been modified to address conscious and unconscious biases and assumptions.LEVEL 4:PROGRESSIVE 6.5 The institution adds additional compensation for parental leave beyond what the law requires.6.6 Job requirements and de

251、scriptions are clear and not confused by non-job-related fac-tors such as gender,gender-identity,school graduated from,religion,age,sexual orienta-tion,disability,appearance preferences,or cul-turally specific behaviors.6.7 There is increased acceptance of flexibility and variety in job design to ac

252、commodate employee needs for part-time work,working non-standard hours,working remotely,and taking leave for personal or other reasons.6.8 The institution ensures that annual compensation gap analyses are conducted to confirm that biases based on age,disability,gender,institutional function,race,and

253、 other potential equity issues are dealt with appropriately.LEVEL 3:PROACTIVE 6.9 Jobs are designed to align individual needs with institutional needs as much as possible.6.10 The institution systematically reviews its job requirements,classifications,and compensation practices for bias and takes ac

254、tion to mitigate adverse impact.6.11 Classification/grading and compensation/remuneration systems are widely communicated to and understood by employees.6.12 An analysis and design of jobs has resulted in some flexibility for groups requiring it.LEVEL 2:REACTIVE 6.13 Some written procedures exist fo

255、r classifying jobs and determining compensation,but these are frequently determined by supervisors personal preferences.6.14 There is a policy on pay equity,but the institution does not conduct an analysis to ascertain if the policy is followed.6.15 Pay equity is measured and audited only if require

256、d by law.LEVEL 1:INACTIVE 6.16 The institution lacks systematic meth-ods for classifying jobs or determining employ-ee compensation.6.17 Based on stereotypes involving language,gender,age,culture,or disability,some jobs are thought to be“a better fit”for certain groups.37Global Diversity&Inclusion B

257、enchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 7:D&I LEARNING AND EDUCATIONAction:Educate leaders and employee

258、s so they have a high level of D&I competence.Leaders and employees throughout the institution receive D&I training that is specific to their area and level and focused on achieving the institutions goals.Discussion and consideration of D&I issues are integrated into all learning and education progr

259、ams and events.Programs may focus on either general D&I or specific dimensions of diversity,such as disability,gender identity,sexual orientation,generations,culture,and religion.Issues such as racism,sexism,ageism,classism,heterosexism,prejudice,discrimination,conscious and unconscious bias are add

260、ressed with sensitivity,conviction,and compassion.38Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission info

261、rmation.CATEGORY 7:D&I LEARNING AND EDUCATIONLEVEL 5:BEST PRACTICE 7.1 D&I is integrated into all learning and advances the institutions strategy.7.2 A variety of innovative D&I tools,including both extensive self-directed and instructor-led learning resources,are accessible to all regardless of loc

262、ation.7.3 Learning from D&I best practices leads the way in creating new institutional culture,structures,services,and programs that impact performance and sustainability.7.4 Challenging and sometimes controversial issues such as racism,sexism,ageism,classism,heterosexism,religious bias,stereotype t

263、hreat,and unconscious bias are effectively addressed with sensitivity,fairness,conviction,and compassion.LEVEL 4:PROGRESSIVE 7.5 D&I professionals,experts in learning methods and cross-cultural education,and institutional leaders are involved in the development,delivery,and reinforcement of D&I lear

264、ning and education.7.6 A variety of innovative learning methods are used,including classroom,self-study,experiential,eLearning,assessment,social learning,social media,videos,games,and case studies to meet D&I learning needs.7.7 Programs focused on specific dimen-sions of diversity,such as disability

265、,gender and gender identity,sexual orientation,social class,generations,culture,religion,race,and ethnic-ity are offered based on identified needs.7.8 Employees and,if needed,their families receive cultural competency training and other support when relocating internationally,visiting different loca

266、les,returning from international assignments,or when working with interna-tional teams.7.9 D&I learning and education is an on-going,multi-year,developmental curriculum that takes individuals through graduated stages of learning.LEVEL 3:PROACTIVE 7.10 D&I is integrated into the institutions overall

267、learning and education programs,including employee orientation,Student Services/Support/Life,and management programs.7.11 D&I learning opportunities are developed in multiple languages if needed,and offered in a variety of accessible formats.7.12 Programs address sometimes-sensitive issues of privil

268、ege,stereotypes,bias,and“isms”and include development of skills to address those issues.7.13 D&I experts or learning professionals build D&I into every stage of the learning design and/or conduct the D&I learning programs.7.14 The institution encourages cultural celebrations and institution-wide act

269、ivities that combine social interaction with D&I learning.7.15 In addition to general D&I education,employees also receive training to implement the D&I strategy.It includes content specific to their level and areas of responsibility.LEVEL 2:REACTIVE 7.16 D&I learning is brief and focused only on ed

270、ucating employees about policies,meeting legal requirements,or assisting with language use.7.17 Persons designing and delivering learning do not have specific expertise in D&I.7.18 D&I programs are primarily“off-the-shelf”and not tailored for local needs and issues.LEVEL 1:INACTIVE 7.19 There are no

271、 formal D&I learning or education activities.7.20 There is little D&I awareness,knowledge,or understanding.39Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edi

272、tion.Go to www.diversitycollegium.org for permission information.THE BRIDGING GROUP Align&ConnectThe three categories in this group provide critical linkages that bridge foundational work with the internal and external focus of D&I in the institution.It would be difficult for any of the benchmarks i

273、n the other Groups to be achieved without effective work in the Bridging Group.Go to www.diversitycollegium.org for user-friendly checklists formatted for rating your institution.40Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rig

274、hts reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.Align&ConnectEnsure that assessment,measurement,and research guide D&I decisions.Make communication a crucial force in achieving the institutions D&I goals.Connect

275、 the D&I and Sustainability initiatives to increase the effectiveness of both.OMara,Richter41Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.d

276、iversitycollegium.org for permission information.CATEGORY 8:ASSESSMENT,MEASUREMENT,AND RESEARCHAction:Ensure that assessment,measurement,and research guide D&I decisions.D&I measures are included in the institutions reporting processes,are explicitly linked to strategy,and have an impact on leaders

277、compensation.The views of stakeholders are a major factor in measuring D&I performance for both the institution and individuals.The measurements include attitudes,opinions and culture,and a mix of quantitative and qualitative measures.Information on all aspects of D&I is gathered and evaluated using

278、 such practices as 360-degree feedback,focus groups,and opinion/engagement surveys.The institution is committed to D&I research.42Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&T

279、ertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 8:ASSESSMENT,MEASUREMENT,AND RESEARCHLEVEL 5:BEST PRACTICE 8.1 In-depth D&I assessments covering behavior,attitude,and perception are regularly conducted for the overall institution and within institutiona

280、l units and feed into strategy and implementation.8.2 D&I measurements are included as part of the institutions overall performance,linked to the institutional strategy,and tied to compensation,and publically shared.8.3 The institution has demonstrated significant annual improvements in meeting D&I

281、goals consistently over several years.8.4 The institution is known for its investment in D&I research and in sharing the findings publicly.LEVEL 4:PROGRESSIVE 8.5 Integrated,multiple approaches to monitoring and evaluating D&I goals are conducted to track their impact and effectiveness and make impr

282、ovements when necessary.8.6 Institutional culture is monitored through cultural audits and employee opinion surveys using varied diversity dimensions.8.7 The organization invests in research to study D&I for both internal and external purposes.8.8 All employees are measured on their performance base

283、d on D&I goals set by the institution.8.9 The institution can clearly demonstrate institutional improvements from meeting D&I goals.LEVEL 3:PROACTIVE 8.10 Assessment tools and quantitative monitoring techniques are used to measure progress on recruitment,retention,compensation,and other D&I elements

284、.8.11 Information from tools such as 360-degree feedback,focus groups,interviews,and opinion/engagement surveys from employees,former employees,and students helps to shape future D&I initiatives.8.12 Leaders are individually measured on the execution and accomplishment of D&I goals specific to their

285、 areas of responsibility.8.13 Internal and external best practices are studied and benchmarking or other credible metrics,both qualitative and quantitative,are used to improve the institutions D&I efforts.LEVEL 2:REACTIVE 8.14 Some feedback on D&I is solicited in employee and customer surveys,market

286、 research,internal reviews,or student studies,but there is no follow-up,no rewards,and no consequences for poor performance.8.15 Representation of members of groups of some diversity dimensions are monitored,but only if required by law.8.16 Measurements are primarily based on past negative indicator

287、s,such as turnover,lawsuits,and complaints.LEVEL 1:INACTIVE 8.17 There are no assessments to gather information about diverse employee or student needs and concerns,or about institutional culture or employee engagement.8.18 There is no attempt or effort to evaluate or monitor diversity-related issue

288、s or D&I progress.43Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 9:D&I COMMUNICA

289、TIONSAction:Make communication a crucial force in achieving the institutions D&I goals.Communications professionals are educated about D&I.All internal and external communication is fully accessible and available in multiple formats and languages.D&I topics are easily and quickly located on the inst

290、itutions internal and external websites.Information is thorough,fully accessible,and regularly updated.D&I communication is frequent,ongoing,innovative,and contributes to an enhanced reputation for the institution.Progress on reaching D&I vision and goals is reported publicly and regularly.44Global

291、Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 9:D&I COMMUNICATIONSLEVEL 5:BEST PRACTICE

292、9.1 The institution has branded its D&I initiative internally and externally enhancing the institutions reputation.9.2 D&I topics are easily and quickly located on the institutions internal and external web-sites.Information is thorough,fully accessible,and regularly updated.9.3 D&I communication is

293、 frequent,ongoing,innovative,and contributes to an enhanced reputation for the institution.LEVEL 4:PROGRESSIVE 9.4 Communications professionals and speechwriters are educated about D&I and include D&I messages in general institutional communications.9.5 The institutions communication functions commu

294、nity affairs,employee communications,public relations,and student recruitment,retention and completion,marketing consistently promote D&I.9.6 Although employees and students are expected to access information on D&I on the institutions website,information is also sent frequently and systematically t

295、o employees,students,and alumni.9.7 Leaders share D&I information with stakeholders,including survey results,and successes and failures.9.8 All internal and external communication is fully accessible and available in multiple formats and languages if needed by stakeholders.LEVEL 3:PROACTIVE 9.9 The

296、institution encourages employees and students to discuss D&I and provide input to the institution.9.10 Through a variety of methodsa website,newsletter,email,social media,and eventsemployees and students learn about the D&I vision,strategy,and goals.9.11 The institution integrates D&I into many aspe

297、cts of communication by aligning D&I with institutional goals and issues.9.12 Translations and other accessible formats are provided when needed.Communication is location-sensitive across countries and languages.9.13 Communication reflects awareness and knowledge of diversity,including recognition o

298、f cultural influences,to enhance inclusion.9.14 The institutions external website features information about its D&I vision,strategy,goals,and results.LEVEL 2:REACTIVE 9.15 D&I communication is done solely to re-mind or educate employees and students about adhering to policy and compliance requireme

299、nts.9.16 The majority of D&I communication is disseminated by councils/committees or diversity networks rather than through regular organizational channels and thereby seen as not officially endorsed by the organization.LEVEL 1:INACTIVE 9.17 There is no explicit communication about D&I.9.18 Discussi

300、ons on D&I are perceived to be risky and are avoided.9.19 Institutional communication is not analyzed or adjusted for appropriateness regarding D&I.45Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted Licen

301、se for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 10:CONNECTING D&I AND SUSTAINABILITYAction:Connect the D&I and Sustainability initiatives to increase the effectiveness of both.The institution connects and aligns D&I and sustainabilit

302、y initiatives.The strategies for each initiative support the other,and many opportunities for collaboration make both initiatives stronger.Leaders and practitioners in sustainability participate in the D&I initiative and vice versa.Both work with various stakeholders and report progress to stakehold

303、ers regularly.46Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 10:CONNECTING D&I A

304、ND SUSTAINABILITYBefore using the following benchmarks,please read the section on pages 8 to 11:Connecting D&I and Sustainability.LEVEL 5:BEST PRACTICE 10.1 D&I is integral to the overall and long-term success and sustainability of the institution and all its stakeholders.Sustainability is fully int

305、egrated into the D&I strategy and vice versa.10.2 The institution takes a leadership role in influencing and supporting the connection of D&I and sustainability initiatives locally and globally.10.3 D&I communication is frequent,ongoing,innovative,and contributes to an enhanced reputation for the in

306、stitution.10.4 The institution has evidence that its sustainability and D&I initiatives benefit from their alignment with each other and show more meaningful impact than if they were separate and unconnected initiatives.10.5 D&I results reflect actions in at least three of the following aspects of s

307、ustainability as defined by the United NationsPeople,Planet,Prosperity,Peace,or Partnership.LEVEL 4:PROGRESSIVE 10.6 D&I leaders participate actively in the institutions sustainability initiative.Likewise,sustainability leaders participate actively in the D&I initiative.10.7 The institution adapts i

308、ts sustainability strategy,policies,and practices with input,consultation,and collaboration of diverse stakeholder groups.10.8 D&I results reflect actions in at least two of the following aspects of sustainabilityPeople,Planet,Prosperity,Peace,or Partnership.10.9 The institution reports to all stake

309、holders on its progress regarding D&I aspects of sustainability.LEVEL 3:PROACTIVE 10.10 The institution has a sustainability strategy,which recognizes the linkage between D&I and sustainability.10.11 The institution is involved publicly,supports financially,and advocates for one or more D&I and sust

310、ainability initiatives,whether global,regional,or issue-specific.10.12 The institution makes a concerted ef-fort to integrate diverse voices and perspectives early and often in all sustainability efforts.10.13 D&I results reflect actions in at least one of the following aspects of sustainability:Peo

311、ple,Planet,Prosperity,Peace,or Partnership.LEVEL 2:REACTIVE 10.14 There is some effort to connect D&I with institutional goals relating to sustainability,such as community development partnerships,volunteerism,or peace-building activities.10.15 There is some involvement in incorporating D&I in insti

312、tutional and societal goals,such as including a diverse array of external stakeholders in assessing how the institutions practices affect its wider community.LEVEL 1:INACTIVE 10.16 There is no institutional connection between D&I and sustainability.47Global Diversity&Inclusion Benchmarks Standards f

313、or Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.THE EXTERNAL GROUP Listen to&Serve CommunityThe four categories in this group relate to how t

314、he institution offers its programs and services and interacts with its students and other stakeholders.The External Group is critically important because it is through an emphasis on these categories that the most direct results of the institutions D&I rationale/business case will be shown.Go to www

315、.diversitycollegium.org for user-friendly checklists formatted for rating your institution.48Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.d

316、iversitycollegium.org for permission information.Advocate for D&I progress within local communities and society at large.Embed D&I in program and service development to serve diverse students and employees.Integrate D&I into marketing and student recruitment.Promote and nurture a diverse supplier ba

317、se and encourage suppliers to advocate for D&I.Listen to&Serve CommunityPrograms&Student Recruitment Supplier Diversity49Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary E

318、ducation Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 11:COMMUNITY,GOVERNMENT RELATIONS,AND SOCIAL RESPONSIBILITYAction:Advocate for D&I progress within local communities and society at large.The institution is a recognized leader for supporting and advocating for D&I

319、 interests in government and societal affairs aligned with its strategy and objectives.The institution is socially responsible,generous in supporting other organizations in their D&I initiatives,and provides support for the advancement of D&I in the community.Employees and students are encouraged to

320、 participate and support various community projects.50Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission in

321、formation.CATEGORY 11:COMMUNITY,GOVERNMENT RELATIONS,AND SOCIAL RESPONSIBILITYLEVEL 5:BEST PRACTICE 11.1 Employee time and labor are provided for a wide variety of community projects;employees may receive additional compensation or rewards recognizing their community involvement.11.2 Institutional f

322、acilities serve and promote economic growth of the whole community,particularly communities that have been historically denied access to resources,or are presently in the greatest need.11.3 The institution leads in supporting and advocating for diversity-related interests in gov-ernment and societal

323、 affairs.11.4 The institution is generous in supporting and assisting other institutions in their D&I initiatives and in promoting the advancement of D&I and social responsibility in the community.11.5 The institutions D&I initiatives in the community are treated as more than philanthropy.They are p

324、erceived as a core function mainstreamed into institutional strategy.LEVEL 4:PROGRESSIVE 11.6 The institution expresses support for the principles enshrined in the UNs Universal Declaration of Human Rights and the Global Compact and reflects this in both intent and in action.11.7 Community involveme

325、nt reflects long-range planning and supports most segments of the population.11.8 The institution supports scholarship and internship programs for underrepresented populations that have a positive impact on both the community and the organizations future labor force.11.9 Employees are encouraged to

326、volunteer in their community.In some cases,the institution“loans”them to work for nonprofit organizations.11.10 The institution connects D&I goals with ethics and integrity initiatives,and supports social justice,social cohesion,and economic development.LEVEL 3:PROACTIVE 11.11 The institution partne

327、rs with other organizations that work to advance the rights of vulnerable groups in the community.11.12 The institution publicizes its social responsibility policy.11.13 Long-range community development plans are formulated with diverse groups,including local governments and community leaders.11.14

328、Community heroes from underrepresented groups and/or champions for D&I issues are celebrated by the institution.LEVEL 2:REACTIVE 11.15 There is some minor involvement in or support for societal D&I issues but only if considered non-controversial.11.16 There is some minor involvement with the communi

329、ty,schools,and/or local government projects,primarily for public relations purposes.LEVEL 1:INACTIVE 11.17 There is no involvement or support provided to community or government initiatives related to D&I.11.18 The institution is not willing to take a stand or adopt a firm position about D&I.51Globa

330、l Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 12:PROGRAMS AND SERVICES DEVELOPMENTActi

331、on:Embed D&I in programs and services development to serve diverse students and employees.D&I considerations are integrated into the program and services-development cycle to serve diverse groups.Program and services development teams are diverse and include students,stakeholders,and community repre

332、sentatives.Recognition is also given to the value of D&I in innovation,and the institution consistently leverages D&I for program and service improvement.52Global Diversity&Inclusion Benchmarks Standards for Organizations Around the World2016 Julie OMara&Alan Richter.All rights reserved.ACPA granted

333、 License for this Higher&Tertiary Education Edition.Go to www.diversitycollegium.org for permission information.CATEGORY 12:PROGRAMS AND SERVICES DEVELOPMENTLEVEL 5:BEST PRACTICE 12.1 The program,service,and policy development cycle recognizes diversity and accessibility from the outset.It doesnt merely adapt programs first developed for the dominant group or culture.12.2 Almost all teams involved