Name that Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

Further, Title 5 states that “the administrative structure created by any delegations of authority to the equal employment opportunity office or others…shall be designated in such a manner so as to ensure prompt and effective implementation of the requirements of this subchapter.” 198

The Guidelines recommend that an advisory committee component be included because advisory committees have specific authority under the equal employment opportunity regulations.

ii. Implementation In addition to the guidance provided in the Model Plan, we make the following recommendations for drafting this component of district EEO Plans:

First, the Model Plan notes that, “[d]istricts are organized in various ways; consequently each district’s Plan will reflect how responsibilities are delegated in that district.” Based on this, the Model Plan recommends that districts, “[b]e sure that the delegation of responsibilities is consistent with the district’s overall structure.” 199 While this is certainly sound guidance, we also note that many districts—in particular multi-campus districts—find that their existing structures make it difficult to infuse the values of diversity into the hiring process. Therefore, developing Component 4 also offers districts the opportunity to examine and address any structural impediments to workforce diversification. For example, college administrators involved in making hiring decisions at their colleges may have limited communication and coordination with a centralized human resources staff. For academic hires, these administrators are often focused on the particular criteria and minimum qualifications for the position, and do not have a strategy for assessing candidates’ sensitivity to the diversity of community college students.

Therefore, in addition to the recommendations articulated in the Model Plan , Component 4 should describe how human resources staff will collaborate with other administrators to:

 Identify job-related criteria that are likely to enhance the diversity of the applicant pool;  Develop job descriptions that reflect these criteria, and incorporate the “sensitivity to diversity” consideration;  Prepare job-related questions for applicants that will allow interviewing committees to assess applicants’ “sensitivity to diversity;”  Plan inclusive recruitment strategies that access professional organizations, media outlets, personal contacts and other sources to maximize the diversity of applicant pools;  Consider innovations in curriculum that will tap the expertise of a more diverse group of qualified applicants; and  Institute retention strategies to ensure that all staff feel welcomed and supported.

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts ©2020 (c) Liebert Cassidy Whitmore 66