Home Posts tagged Initiative
Law Special Coverage

Implementing Such an Initiative Can Provide a Number of Benefits

By Kylie Brown and Tanzania Cannon-Eckerle

Diversity, equity, and inclusion (DE&I) initiatives are being discussed more than ever in conference rooms, boardrooms, human-resources departments, and administrative offices. This is exciting, and for companies implementing these initiatives, one of the benefits incurred will be the creation of internal processes and procedures that will mitigate perceptions of discrimination and harassment in the workplace.

Massachusetts law requires that businesses maintain a harassment- and discrimination-free workplace. The law states, in summary, that it is unlawful to discriminate or harass in the workplace because of race, color, religious creed, national origin, or sex.

According to the related laws, a Massachusetts company has a duty to maintain a workplace that is free of discrimination and harassment. It would be fiction to state that it is possible for a company to ensure that it maintains an idyllic workplace for everyone. There are too many unique and diverse humans, too many variables. The good thing is the law does not require a company create an idyllic retreat.

However, it does require companies to do their due diligence to create and maintain a discrimination- and harassment-free workplace, and if something does occur that might meet the definition of discrimination or harassment, a company must address the matter in a timely fashion and implement remedial measures when and where necessary. As such, companies must prepare to manage the possibility of these occurrences. It would be most beneficial if a company did not wait to implement remedial measures in response to wrongdoing or after an incident has occurred; the programs should already be in place.

DE&I initiatives provide a multitude of benefits to an organization with returns that are both ethically and financially calculable, including assisting in the creation of discrimination- and harassment-free workplaces.

It can be difficult to calculate a financial return on prevention; however, in the realm of discrimination and harassment, prevention can be calculated by the declining costs of litigation. Creating a workplace that assures that policies are created to prevent harassment and discrimination, and that procedures are implemented to enable the consistent and equitable application of policies to all employees, will cause a decline in the appearance of harassment and discrimination and will diminish legal costs to a company — and costs to the company’s reputation.

The reason why DE&I initiatives work so well in this manner is because DE&I initiatives foster equity in the application of all workplace mechanisms and thus, once firmly established, naturally create a workplace environment free of discrimination and harassment, to the extent practicable. This is because, once DE&I initiatives are firmly established, most employees will feel a sense of belonging as they will feel heard and have a sense of empathy for their colleagues which fosters a team-oriented culture and problem-solving mindset. That not only prevents lawsuits, but it will also save money in the form of retention. Furthermore, data has shown that productivity and creativity increase, as does employee wellness.

Kylie Brown

Kylie Brown

Tanzania Cannon-Eckerle

Tanzania Cannon-Eckerle

“It can be difficult to calculate a financial return on prevention; however, in the realm of discrimination and harassment, prevention can be calculated by the declining costs of litigation.”

Unfortunately, many companies have leaders who have not identified DE&I as a cost-savings measure, or many leaders don’t know where to start. This article cannot, in the limited space provided, cover the entirety of what can be discussed in the realm of DE&I. However, we seek to plant a ‘can-do’ seed of desire to create DE&I initiatives in one’s workplace as a means of creating safe and discrimination- and harassment-free workplaces, by showing that creating such a workplace just takes a plan and a commitment to execute.

This article is one of a series that seeks to assist businesses with an inside-out approach, using existing resources to set up a sound foundation to grow a robust DE&I initiative within their company, and to create a workplace that is discrimination- and harassment-free while also becoming more ethical and more financially successful. It doesn’t have to be perfect. It can be tweaked along the way.

First, we start at the beginning. Let’s demystify DE&I.

 

What Does DE&I Even Mean? And What About Belonging?

Let’s broaden the concept to DE&I and B, or belonging.

Diversity means to be composed of different elements or offer variety. In application to the workplace, this translates to different people, through race, gender, and/or sexual orientation, with different cultural, social, and economic backgrounds, bringing their thoughts and ideas to the table.

Equity is the act of giving everyone in your pool of diversity fair treatment in access, opportunity, and advancement in the workplace, through processes and procedures implemented in a consistent manner. It’s recognizing we don’t all start from the same playing field and carries an idea of fairness and neutrality. That’s the difference between equity and equality.

Inclusion means being included in or involved in material decision making in the workplace at the appropriate level, and having the freedom or enterprise-level permission to weigh in on items of import that are relevant to one’s job and actually being heard. Identification of stakeholders are important here.

Belonging is what happens when a company has a strong foundation of continued diversity, equity, and inclusion processes, protocols, habits, and other customs of practice, and having a sense of being accepted as one’s authentic self at work that is supported by equity and inclusion. The goal should be to have an engrained DE&I model that is engrained in every aspect of the company so that it becomes common practice.

 

Where to Start?

First and foremost, focusing on DE&I must be in line with the overall business mission, values, and objectives in order to be successful. Second, there must be buy-in from all levels of the organization. Identifying what it will take to get that buy-in is important and will vary depending upon the audience. Third, identify the DE&I goals and why these are the goals. This is most likely dependent on what industry your company belongs to and how your company is structured.

Fourth, create a DE&I committee and identify who should be on the committee, and provide them with defined authority to act. This will create company accountability for continuing on with the initiatives. Fifth, do gap assessment. Where is the company now? Where does the company hope to be? What needs to be accomplished get there? What are the potential obstacles? How will they be overcome?

 

Gather Data

Focus on the return on the investment (know your audience). The return on investment might look different for the frontline supervisors than it does for procurement or accounting. Analyze the upfront costs, such as change in recruitment tactics, utilizing more networking forums, and potentially creating new roles to support the new business outlook

Where can we implement DE&I initiatives? DE&I can be external, by using diverse vendors, or internal, by establishing an equitable approach to handing out assignments. Every time a new business development is discussed, whether internally or externally, it creates another opportunity to include DE&I.

Identify stakeholders and talk to them. Encourage discussion on the topic of DE&I. Discuss their opinions on issues that impact them in the workplace. Gathering employee opinions and concerns will enable the company to make positive changes that will prevent issues and increase employee engagement. Hold open-forum discussions such as town-hall listening sessions — not talking sessions, where company executives talk at employees. These are great opportunities to listen to others and allow all staff to be heard.

A review of company documentation should be conducted to find existing areas where improvements may be needed. Obtaining statistical knowledge and data of the current demographics throughout the general workplace, as well as upper-level management, will help assist you in realizing where there is a need to implement DE&I.

 

Sell It

Make DE&I identifiable in the company mission. Make it a part of the company brand if possible. Involve company leaders in the celebration of meeting goals around DE&I initiatives. It is vital to get leadership support for the success of any DE&I initiative. Sell it to all employees. Create a well-thought-out communication plan. It is important that companies are knowledgeable about the prospective initiatives so they can answer any and all questions that may arise.

The company should support its initiatives by marketing them internally and externally to the general population, which could lead to potential exposure to overall business growth and development.

 

Implement It

At the core of implementing a successful DE&I program is implementing it in a manner consistent with the company mission, vision, and strategy. Including DE&I initiatives in your business model provides business growth opportunities and positive employee relations.

Implementation can start with recruitment, attracting different people from different backgrounds in order to bring new ideas to the table. Infuse DE&I in the employee-relations program by creating policies that are developed with the input of a cross-section of stakeholders and are consistently applied in an equitable manner.

Infusing all company mechanisms with DE&I approaches will be justified by the quantifiable growth and development it produces, as well as the prevention of discrimination and harassment lawsuits — and by the sense of belonging the company’s workforce maintains.

 

Kylie Brown is an associate attorney at the Royal Law Firm who specializes in labor and employment-law, and Tanzania Cannon-Eckerle is the firm’s chief administrative and litigation officer, who specializes in business and labor and employment law with certifications in Diversity, Equity and Inclusion and Workplace Investigations. The Royal Law Firm is a woman-owned, women-managed corporate law firm that is certified as a women’s business enterprise with the Massachusetts Supplier Diversity Office, the National Assoc. of Minority and Women Owned Law Firms, and the Women’s Business Enterprise National Council.

Education Special Coverage

Portrait of a Graduate

 

The program is called ‘Portrait of a Graduate,’ and that name pretty much says it all.

But maybe an adjective is in order to get the complete picture, pun intended.

Indeed, what the Springfield Public Schools are focused on now is creating a portrait of a successful high-school graduate, through an initiative designed to gain feedback from a host of constituencies regarding the skills — as in all the skills — that young people will need to not only earn a high-school diploma, but thrive in an ever-changing, technology-driven economy.

And this portrait will become a valuable blueprint of sorts as school administrators go about creating a new strategic plan for the city’s public schools, said Superintendent Dan Warwick, who stressed repeatedly that Portrait of a Graduate is very much a community-driven process that will define success for Springfield students, including the values, knowledge, skills, and work habits they will need to thrive as learners, workers, and leaders.

Among those providing input are members of the business community, said Trisha Canavan, president of United Personnel and current president of Springfield Business Leaders for Education, adding that their commentary will be critical to creating that portrait and then inspiring needed changes to programming and curriculum.

Made possible by a grant from the Barr Foundation, this Portrait of a Graduate initiative is part of a broad movement across the country to involve the community in shaping a school system’s strategic plan and specific programming and curriculum for helping to ensure student success.

The list of communities that have embarked on such programs grows each year, and now includes Lowell, Shrewsbury, and other cities and towns in Massachusetts, as well as Hartford, Conn., Fairfax County, Va., and many others, said Warwick.

In most of those communities, Portrait of a Graduate is used as part of a strategic plan for a specific school system, said Paul Foster, chief information officer for Springfield Public Schools. Here, though, it will help guide development of a new strategic plan, which is an important distinction.

Dan Warwick

Dan Warwick

“Clearly, this has become a best practice — communities need to take a look at what everyone thinks our graduates should look like, not only the academic skills, but all the other skills as well.”

“Most communities make it one of the activities as part of creating a plan,” he explained. “It’s not as common to create that vision first and then build the plan based on the vision. I think it’s important that we not make decisions on how to change schools until we have that clarity of vision that a portrait provides.”

Warwick agreed. “Clearly, this has become a best practice — communities need to take a look at what everyone thinks our graduates should look like, not only the academic skills, but all the other skills as well.

“Other iterations of our strategic plans were mostly academic-focused, which is what you would expect for a school system to put forward in a strategic plan,” he went on. “But this piece is designed to take a wider look and really get the community to rally around what they want our graduates to look like and what attributes they’ll need, and then we’ll build the actual strategic plan from that profile.”

By most accounts, he noted, it has succeeded in its goal of garnering community interest in helping to create this portrait.

“I think it excited people,” Warwick told BusinessWest. “The community involvement has been tremendous — the breadth of the input from every sector of the community has been significant, and this new concept has helped us with that.”

The acknowledgment that needed skills for success in the 21st-century workplace extends well beyond academics is made clear in the six ‘pillars’ of the portrait — learn, work, thrive, lead, persist, and communicate, said Azell Cavaan, chief Communications officer for Springfield Public Schools, adding that the school system has received more than 1,400 responses to a survey regarding a draft portrait that reflects how these pillars will be addressed moving forward.

All those we spoke with noted that there are few real surprises in the feedback that has been received, and the skills and attributes identified as needed are included in most school systems’ strategic plans. However, it is important to have these sentiments reinforced, and equally important to gain input from a broad, diverse audience, one that reflects the community in question.

“We’ve had hundreds of meetings in every segment of the community, and folks have really stayed with this,” Warwick said, adding that the city has been able to maintain momentum for the initiative even in the middle of pandemic, a clear indicator of its importance to the future of the city and the region.

Paul Foster

Paul Foster

“Instead of traditional educators looking at this problem, we have a wider breadth of involvement from the community at large and the business community.”

For this issue and its focus on education, BusinessWest takes an in-depth look at the Portrait of a Graduate initiative, its goals, and why Springfield school officials believe it will pay dividends in their ongoing efforts to ensure that students not only graduate, but can succeed after they do.

 

Course of Action

Foster told BusinessWest that Portrait of a Graduate, or POG for short, is becoming an increasingly popular response to what has a national issue, or concern — helping students succeed beyond the classroom.

He said the movement, if it can be called that, started several years ago in the private-school arena, and was quickly embraced by public schools as well. The basic concept is to ask a question — what skills and attributes will students need to succeed years and decades down the road? — and ask a lot of different of people that question. It sounds logical, but it in many ways represents a new way of thinking about this issue, Warwick said.

“Instead of traditional educators looking at this problem, we have a wider breadth of involvement from the community at large and the business community,” he explained. “We’re getting a lot of input on the skills and attributes that people are looking for that, for traditional educators like myself, wouldn’t have been the first things we would be thinking about.”

What are these attributes and skills? The list includes financial literacy, problem solving, and perseverance — being able to stick with something until the problem is solved, said Foster, adding that what has been most important in this process has been not only hearing such comments, but hearing them over and over, and from different constituencies.

“What I thought was surprising, and important, was how aligned what we heard was,” he told BusinessWest. “We went from conversation to conversation and heard the same things over and over again. For example, we heard ‘financial literacy’ at every conversation. There wasn’t a group that we spoke with that didn’t say that was important.

“It was the same with things like problem solving,” he went on. “It wasn’t surprising that we heard those things; I think it was surprising that we were hearing the same things from every group; we were talking to business leaders, we were talking to parents, and we were talking to teachers, and they were identifying the same things, which is good.”

Canavan agreed, and said one of the broad goals of the initiative is to create a sense of ownership within the community when it comes to the city’s schools, or a stronger sense of ownership, as the case may be.

“Getting the collective wisdom of the community is important,” she said, “because I’m hopeful that one of the things that will come out of this is our community embracing that notion that this is our responsibility — that it’s not just the responsibility of the schools or just the responsibility of the parents — it’s our responsibility.”

The process of gathering feedback from these constituencies began in the fall of 2019, and the seeds were planted for the initiative maybe six months before that, said Foster, adding that the school department has been hosting what it calls ‘community conversations,’ a phrase chosen over ‘focus groups,’ which comes with some preconceived notions, not all of them good.

These conversations, organized by various stakeholders, have been going on continuously, he went on, adding that they have involved the business community, the refugee community, parents, educators, students, alumni, the faith community, and other constituencies. One was comprised of area business owners who are also alumni of Springfield Public Schools.

Traditionally, these groups, when involved in such conversations, focus on what needs to be done differently in the schools. For this exercise, they didn’t start there, but rather with two questions: ‘what are your hopes and dreams for children growing up in Springfield?’ and ‘what are the knowledge and skills that young people growing up in Springfield will need to realize those dreams?’

The feedback was intriguing, and in some cases powerful, said those we spoke with, especially when it came to students, what their dreams are, and what they need to make them reality.

This is reflected in those six aforementioned pillars and how the assembled feedback has shaped the working portrait with regard to how the school system must address each one.

Under ‘persist,’ for example, it notes that the Springfield Public Schools and the Springfield community will prepare students to:

• Remain focused on goals, using coping strategies and flexibility to overcome obstacles;

• Speak up for themselves and the issues that are important to them;

• Engage in self-reflection to build on strengths and weaknesses;

• Evaluate choices and outcomes when making decisions; and

• Give, receive, and respond to constructive feedback.

Under ‘communicate,’ the bullet points include ‘write and speak with clarity, evidence, and purpose’; and ‘know how to listen to others, ask questions, and seek to understand.’ And under ‘lead’ are these points, among others: ‘be curious, creative, open-minded, and flexible in new situations’; ‘advocate for themselves and for others’; and ‘seek opportunities to understand and serve the community.’

Now that the portrait is essentially complete, said Foster, those leading this initiative are pivoting from writing that document to writing a strategic plan, one that will attempt to prioritize what has been learned over the past year or so and create a blueprint for action and change moving forward. The aggressive timeline has the plan being completed in August, in time to implement changes for the next school year.

“We ended this with a recognition that there are some small ways and some big ways that we need to think differently and change schools,” he explained. “Schooling in the United States has been done in a relatively similar way for a very long time, and some pretty significant things need to change; some of those are going to be one-year changes, and others are going to be five-year changes.”

 

Drawing Conclusions

Moving forward, those we spoke with they expect the POG initiative to help introduce new performance measures and ways of evaluating whether students are ready to not simply receive a diploma, but succeed in what has always been the broader goal — success in the workplace and in life.

“You can have someone has mastered English and mastered math who is not ready for the workforce,” Foster said. “So part of the strategic plan will be introducing new performance measures that are not a replacement of but an addition to the ones we have today; we’re thinking about how you evaluate student performance differently.”

Where this thinking takes the school system is a question still to be answered. But the process begins with a portrait of a graduate, and in Springfield, this is still a work in progress and an important step forward.

 

George O’Brien can be reached at [email protected]

buy ivermectin for humans buy ivermectin online
buy generic cialis buy cialis
payday loans online same day deposit 1 hour payday loans no credit check